Chisholm Annual Report 2020
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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. -
The Leadership of Entrepreneurialism in Technical and Further Education Colleges
Graduate School of Business The Leadership of Entrepreneurialism in Technical and Further Education Colleges Peter J Whitley This thesis is presented for the Degree of Doctor of Business Administration of Curtin University of Technology September 2004 Declaration This thesis contains no material, which has been accepted for the award of any other degree or diploma in any university. To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgment has been made. Signature: …………………………………………………………….. Date: …………………………………. Acknowledgement Like many others before me I have found that undertaking extensive research to develop a major thesis requires considerable time and effort and the support of significant other persons. I would like to acknowledge and express my sincere gratitude to my supervisor Dr Rick Ladyshewsky whose guidance, coaching and support enabled the development of this thesis. Rick’s endeavours ensured that a focus was maintained throughout the research and provided opportunities to discuss and debate characteristics and issues as the research progressed. Similarly my gratitude goes to Dr Colleen Liston, my co-supervisor, for her assistance through this process. In every endeavour of this nature family support is both essential and critical and I am extremely grateful for the patience, support and encouragement provided by Alison, Clint and Michael who as a result of demands on my time missed many family weekends during the progress of this work. Finally I am thankful to all my colleagues who work and operate within the TAFE system throughout Australia because it was through their commitment to openly discuss entrepreneurial changes and the processes by which they are achieved within the TAFE environment that culminated in this thesis. -
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. -
Using Research to Inform Business and Strategic Decisions. PUB DATE 2001-03-00 NOTE 14P.; In: Research to Reality: Putting VET Research to Work
DOCUMENT RESUME ED 456 330 CE 082 311 AUTHOR Young, Graeme TITLE Using Research To Inform Business and Strategic Decisions. PUB DATE 2001-03-00 NOTE 14p.; In: Research to Reality: Putting VET Research To Work. Proceedings of the Australian Vocational Education and Training Research Association (AVETRA) Conference (4th, Adelaide, Australia, March 28-30, 2001); see CE 082 232. AVAILABLE FROM For full text: http://www.avetra.org.au/PAPERSW202001/G*20Young.pdf. PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *College Planning; Data Analysis; *Decision Making; Developed Nations; Environmental Scanning; Foreign Countries; Investigations; Postsecondary Education; Program Evaluation; *Research Methodology; *Research Problems; School Business Relationship; *Strategic Planning; *Technical Institutes IDENTIFIERS Market Research; TAFE (Australia) ABSTRACT This paper examines and reviews research techniques used to support business and strategic planning at a large metropolitan technical and further education (TAFE) college. Section 1 is an outline of the structure of Chisholm Institute's planning and research processes. It discusses the management structure, strategic plan, and departments within the strategy. Section 2 describes these four areas of research undertaken by staff in the Quality and Planning Department: analysis of internal and external databases, evaluation of program and services, market research/investigative activities, and trend monitoring and environmental scanning. -
2020 Kangan Institute VET in Schools Course Guide
VET DELIVERED TO SECONDARY SCHOOL STUDENTSFORMALLY VET IN SCHOOLS 2020 COURSE GUIDE ALLIED HEALTH | ANIMAL STUDIES | APPLIED FASHION DESIGN | AUTOMOTIVE BUILDING & CONSTRUCTION | BUSINESS | ELECTRICAL | ENGINEERING | HAIR & BEAUTY HOSPITALITY | INFORMATION TECHNOLOGY | PLUMBING | VISUAL ARTS | SPECIAL NEEDS 1800 914 161 . kangan.edu.au/vetinschools 4 Bound to industry 7 A leader in vocational training 8 Contact us 9 How to apply 9 Icons in this guide 10 How it works CONTENTS 12 Campus locations 16 Allied Health 18 Animal Studies 19 Applied Fashion Design 20 Automotive 22 Building & Construction 23 Business 24 Electrical 25 Engineering 26 Hair & Beauty 29 Hospitality 30 Information Technology 31 Plumbing Kangan Institute acknowledges their campuses are located on the ancestral lands of the 32 Visual Arts Gunung-Willam-Balluk and Wurundjeri peoples. The institute respects traditional custodians, 34 Programs for students with special needs elders and their cultural heritage. 35 Things you should know VET DELIVERED TO SECONDARY SCHOOL STUDENTS SECONDARY TO DELIVERED VET 2 3 BOUND TO INDUSTRY bound to industry bound to succeed Kangan Institute is one of the largest and most trusted education and training providers in Victoria. With more than 80 years of educational excellence backed by industry connections, our graduates learn real skills and gain the confidence to succeed in life. BOUND TO INDUSTRY BOUND TO SUCCEED With an established network of industry We focus on providing you with partners and a strong reputation with work-ready training including practical, employers across Victoria, our courses hands-on experience, industry projects are developed to respond to their and work placements. employment needs. We ensure our We are bound to industry so that you training is relevant and will provide you are bound to succeed. -
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 -
Melbourne AMEP Can Help You Connect
About Contact Melbourne AMEP Melbourne AMEP is a network If you have any questions about Melbourne AMEP’s can help you of TAFE and Learn Local services, please call or email us: organisations led by Melbourne 1300 062 314 connect Polytechnic to deliver the AMEP [email protected] across the following five regions www.melbourneamep.com.au in Victoria: Melbourne AMEP Centres Melbourne Inner Metro Inner Metro Melbourne North West Melbourne • Box Hill Institute • Glenroy Neighbourhood Melbourne North West • Carlton Neighbourhood Learning Centre Melbourne North East Learning Centre • Kangan Institute • Carringbush • Meadow Heights South East Melbourne and Peninsula Adult Education Education Centre Bendigo • Cheltenham • Melbourne Polytechnic Community Centre Inc. North East Melbourne We have provided AMEP services in the northern • Fitzroy Learning • Box Hill Institute Network corridor of Melbourne under the brand name • Diamond Valley • Glen Eira Adult Northern AMEP since 2003. We are proud of our Learning Centre Education history helping new arrivals to Australia settle • Melbourne Polytechnic • Holmesglen Institute into their new communities. • Mountain District • Kangan Institute Learning Centre • Melbourne Polytechnic • Olympic Adult Education • North Melbourne • Preston Reservoir Adult Language and Learning Community Centre • Swinburne University • Swinburne University of Technology of Technology • Wingate Avenue Community Centre South East Melbourne and Peninsula • Chisholm TAFE Bendigo • Bendigo TAFE The Adult Migrant English Program (AMEP) is funded by Study English today the Australian Government. |11012|MAMEP|181119 Am I eligible? What do I need to do to Your studies You may be eligible to enrol in prove my eligibility? You can choose AMEP classes if you are a migrant To enrol in the AMEP, call or visit one of to study full-time, or refugee settling in Australia with our AMEP centres in person between part-time, day a permanent visa. -
Bendigo Kangan Institute PACCT Staff Enterprise Agreement 2015
[2015] FWCA 7308 DECISION Fair Work Act 2009 s.185—Enterprise agreement Bendigo Kangan Institute (AG2015/5390) BENDIGO KANGAN INSTITUTE PACCT STAFF ENTERPRISE AGREEMENT, 2015 Educational services VICE PRESIDENT LAWLER SYDNEY, 26 OCTOBER 2015 Application for approval of the Bendigo Kangan Institute PACCT Staff Enterprise Agreement, 2015. [1] An application has been made for approval of an enterprise agreement known as the Bendigo Kangan Institute PACCT Staff Enterprise Agreement, 2015 (Agreement). The application was made pursuant to s.185 of the Fair Work Act 2009 (Act). It has been made by the Bendigo Kangan Institute. The Agreement is a single-enterprise agreement. [2] I am satisfied that each of the requirements of ss.186, 187 and 188 of the Act as are relevant to this application for approval have been met. [3] I note that I raised an issue as to whether the consultation clause of the Agreement met the requirements in s.205. I accepted the joint submission of the parties (ie the employer and the NTEU) that on the proper construction of clause 15 of the Agreement each of the requirements in s.205(1) and (1A) are provided for in the Agreement and they jointly agree that the Agreement should be construed in that way. [4] The National Tertiary Education Industry Union, being a bargaining representative for the Agreement, has given notice under s.183 of the Act that it wants the Agreement to cover it. In accordance with s. 201(2) of the Act I note that the Agreement covers this organisation. [5] The Agreement is approved and, in accordance with s.54 of the Act, will operate from 2 November 2015. -
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 -
Australia Helps Next Generation of Thai Students to Excel Export Case Study | December 2018
AUSTRALIA HELPS NEXT GENERATION OF THAI STUDENTS TO EXCEL EXPORT CASE STUDY | DECEMBER 2018 Countries around the world are looking for ways to help more students excel in science, technology, engineering and mathematics (STEM) subjects. In Thailand, Australian institutions are helping train the next generation of STEM teachers and instilling greater passion in the fields of study. A professional development workshop on robotics for teachers It is widely recognised that industries of the future as part of the Chevron Enjoy Science project in Thailand. will require different skill-sets to succeed. This includes a new generation of workers with ‘Australian education institutions have had a capabilities in STEM subjects. These skills are long and successful of history of engaging particularly important for manufacturing and with Thai universities and government services, areas the Thai Government has a strong agencies to educate its citizens, share commitment to modernising as part of its Thailand expertise and collaborate on major initiatives. 4.0 ambitions. Institutions like Chisholm Institute and Curtin University are just two examples of how Australia sharing its expertise Australia has successfully partnered with Thailand to help the country achieve its Fostering greater interest and capabilities in STEM education ambitions.’ subjects starts in schools, with highly trained and capable teachers, the right curricula and learning Gavin Slattery, Project Coordinator, International Projects, Chisholm Institute programs. To advance its STEM training capabilities, Thailand has benefited from the experience of a number of Australian education US$30 million program aims to provide quality institutions, including Curtin University and Chisholm STEM education on a large scale. -
Built Pedagogy Education Design Is a Specialised Field with Different
University of Melbourne New Building for the Faculty of Architecture, Building and Planning Expression of Interest Built Pedagogy Education design is a specialised field with different characteristics and benchmarks from other building types Paul Morgan Architects specializes in the design of university and TAFE buildings. A feature of the buildings is the idea of permeability: the activities of students and staff are revealed to passers-by. This animates the internal spaces and advertises the functions that occur within. It is about the ‘theatre’ of architecture, and can be seen in the Box Hill Institute Trade Facility and CGIT Learning Centre on this page. Advanced structural and servicing techniques are demonstrated in the proposed 6 Star Green Star Vicurban Chisholm project. Above top to bottom: VicUrban Chisholm, Completion TBC; CGIT Learning Centre, Leongatha, 2009; RMIT University, Hamilton, 2001 Above right top to bottom:Trades facility, Box Hill Institute of TAFE, 2006; CGIT Learning Centre, Warragul, 2007; Chisholm Institute Automotive and Logisitcs Centre, 2008 Far right: NMIT, Stage 1 Development, Epping, 2009 Right: Lecture Theatre, Victoria University of Technology, Werribee, 1997 PMA Education Clients Box Hill Institute Central Gippsland Institute of TAFE Chisholm Institute of TAFE Danang University Department of Education & Training Hue University Monash University Newman College Northern Melbourne Institute of TAFE RMIT TAFE RMIT University RMIT International University Vietnam Victoria University of Technology www.paulmorganarchitects.com -
Engineers Australia Accredited Programs
ENGINEERS AUSTRALIA ACCREDITED PROGRAMS CONTENTS AUSTRALIAN COLLEGE OF KUWAIT (NEXT GENERAL REVIEW 2018) ...............................................................2 AUSTRALIAN MARITIME COLLEGE (NEXT GENERAL REVIEW 2020) ............................................................... 3 AUSTRALIAN NATIONAL UNIVERSITY (NEXT GENERAL REVIEW 2020) ........................................................... 5 CENTRAL QUEENSLAND UNIVERSITY (NEXT GENERAL REVIEW 2021) ...........................................................8 CHARLES DARWIN UNIVERSITY (NEXT GENERAL REVIEW 2022) .................................................................. 14 CHISHOLM INSTITUTE OF TAFE (NEXT GENERAL REVIEW 2020) ................................................................... 16 CURTIN UNIVERSITY OF TECHNOLOGY (NEXT GENERAL REVIEW 2020) ....................................................... 17 DEAKIN UNIVERSITY (NEXT GENERAL REVIEW 2018) ..................................................................................... 21 EDITH COWAN UNIVERSITY (NEXT GENERAL REVIEW 2017) .......................................................................... 24 ENGINEERING INSTITUTE OF TECHNOLOGY (NEXT REVIEW 2019) ................................................................26 FEDERATION UNIVERSITY (NEXT GENERAL REVIEW 2022) - Formerly University of Ballarat ........................... 27 FLINDERS UNIVERSITY (NEXT GENERAL REVIEW 2021).................................................................................. 28 GRIFFITH UNIVERSITY (NEXT GENERAL REVIEW