ACWA Previously Accredited Courses – VIC
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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. -
Annual Report 2020
Annual Report 2020 Melbourne Polytechnic Annual Report 2020 1 ACKNOWLEDGEMENT OF CULTURE Cultural inclusiveness is one of our guiding principles at Melbourne Polytechnic. On behalf of our staff and students we acknowledge the first educational practices that occurred on this land for thousands of years. They are the traditional learnings and teachings of the Wurundjeri people. i MELBOURNE POLYTECHNIC ANNUAL REPORT 2020 CONTACT US Melbourne Polytechnic Locked Bag 5 Preston VIC 3072 AUSTRALIA +61 3 9269 1200 [email protected] www.melbournepolytechnic.edu.au FOLLOW US ON twitter.com/melbpoly facebook.com/MelbournePolytechnic instagram.com/melbpoly au.linkedin.com/school/melbourne-polytechnic youtube.com/c/MelbournePolytechnic Above: On 27 November 2020, The Hon. Gayle Tierney MP, Sheena Watt MP and Richard Wynne MP announced $40 million in Victorian Government funding for the redevelopment of the Collingwood campus. The campus will gain a new building and car park, and existing buildings will be refurbished. Work will commence in 2021 and finish in time for the first semester of 2024. L-R: Sheena Watt MP, Member for Northern Metropolitan Region; Gabriel Solorzano Torres, Melbourne Polytechnic; Frances Coppolillo, Chief Executive, Melbourne Polytechnic; Richard Wynne MP, Member for Richmond; Helen Clarke, Board Chairperson, Melbourne Polytechnic; The Hon. Gail Tierney MP, Minister for Training and Skills and Minister for Higher Education; Howard Kelly, Melbourne Polytechnic; Gavin Balharrie, President and Deputy Chair of the -
The Gordon Annual Report 2018
The Gordon 2018 Annual Report 2018 Gordon The Geelong City Campus 2 Fenwick St, Geelong Victoria, Australia 3220 East Geelong Campus Boundary Road, East Geelong Victoria, Australia 3219 Werribee Campus 24 Watton St, Werribee Victoria, Australia 3030 Hoppers Crossing Trades Campus 195 Old Geelong Road, Hoppers Crossing Victoria, Australia 3029 Contact Us Ph: (03) 5225 0600 Email: [email protected] 2018 Annual Report Mail: Private Bag 1, Geelong Mail Centre Victoria, Australia 3221 thegordon.edu.au TAFE 3044 • The Annual Report 2018 • © The Gordon 2019 • • Published by: • The Gordon • Private Bag 1 • Geelong Mail Centre • Victoria, Australia 3221 • • ABN: 27 241 053 246 • RTO: 3044 • CRICOS No: 00011G • Annual Report enquiries: • P (03) 5225 0631 • E [email protected] • • The Gordon Annual Reports 2017 and 2016 are available online at thegordon.edu.au • • Printed March 2019 Printed with the support of K.W.Doggett Fine Paper on Impact - 100% recycled, carbon neutral. Contents Board Chair’s Welcome 2 The Organisation Overview 3 Organisational Chart 4 Board and Governance 5 Board Members 6 Executive and Senior Management 9 The Year in Review CEO’s Message 12 2018 – 2021 Strategic Plan: Year One 13 Teaching and Learning Highlights 17 Strengthening Education Pathways 18 Geelong Tech School 19 Industry and Community Engagement 20 Awards for Excellence 21 Skilling the Bay 22 Marketing and Promotion 24 International Operations 25 The Statistics Summary of Operating Results 26 Enrolment Statistics 27 VCE and VCAL Outcomes 28 Workforce and Employment 29 Environmental Performance 32 Occupational Health and Safety 34 Fees and Charges 35 Further Compliance Information 36 Disclosure Index 38 The Financial Report Gordon Institute of TAFE FIN 1 Gotec Limited FIN 64 1 Board Chair’s Welcome The Gordon Annual Report 2018 Dear Minister We are pleased to present The Gordon’s 2018 Annual report. -
Position Description Values and Behaviours Organisational
Position Description Position Title: Chief Executive Officer (CEO) Centre: Office of the CEO Reports To: Board Chair Values and Behaviours As a values-based organisation we demonstrate our values through our behaviours. We have identified and adopted a set of trademark behaviours which provides a framework for us to model, reward and challenge behaviour across our organisation. These behaviours guide everything we do: Take responsibility Always positive Show respect Step up and take a risk Underpinning our trademark behaviours is The Gordon Code of Conduct. This is a public statement defining how we behave and interact with clients and colleagues. Organisational Environment – The Role of the Institute The Gordon Institute of TAFE has a long and distinguished history of providing vocational education and training programs. Established in 1887 as an embryonic technical training college, it has, during the course of its history, functioned as a Technical College and an Institute of Technology, out of which were created two technical schools and Deakin University. With the creation of Deakin University in 1978, The Gordon Institute of TAFE reverted to its former name Gordon Technical College and underwent rapid growth as a College of Technical and Further Education and has now adopted the title Gordon Institute of TAFE to distinguish the organisation from secondary colleges. The Gordon is now part of the network of 12 TAFE Institutes providing a range of vocational education and training services to all Victorians. The main focus for The Gordon is the greater Geelong area, impacting broadly on the Barwon South Western region, and acting as a resource for other smaller providers. -
Education in the Asia-Pacific Region: Issues, Concerns and Prospects
Education in the Asia-Pacific Region: Issues, Concerns and Prospects Volume 50 Series Editors-in-Chief Professor Rupert Maclean, RMIT University, Melbourne, Australia Dr Lorraine Pe Symaco, Zhejiang University, Hangzhou, China Editorial Board Professor Bob Adamson, The Education University of Hong Kong, China Dr Robyn Baker, New Zealand Council for Educational Research, Wellington, New Zealand Professor Michael Crossley, University of Bristol, United Kingdom Ms Shanti Jagannathan, Asian Development Bank, Manila, Philippines Dr Yuto Kitamura, University of Tokyo, Japan Professor Colin Power, Graduate School of Education, University of Queensland, Brisbane, Australia Professor Konai Helu Thaman, University of the South Pacific, Suva, Fiji Advisory Board Professor Mark Bray, UNESCO Chair, Comparative Education Research Centre, The University of Hong Kong, China; Professor Yin Cheong Cheng, The Education University of Hong Kong, China; Professor John Fien, Swinburne University, Melbourne, Australia; Dr Pham Lan Huong, International Educational Research Centre, Ho Chi Minh City, Vietnam; Dr Chong-Jae Lee, Korean Educational, Development Institute (KEDI), Seoul, Republic of Korea; Ms Naing Yee Mar, GIZ, Yangon, Myanmar; Professor Geoff Masters, Australian Council for Educational Research, Melbourne, Australia; Margarita Pavlova, The Education University of Hong Kong, China; Dr Max Walsh, Secondary Education Project, Manila, Philippines; Dr Uchita de Zoysa, Global Sustainability Solutions (GLOSS), Colombo, Sri Lanka More information about this series at http://www.springer.com/series/5888 Nhai Thi Nguyen • Ly Thi Tran Editors Reforming Vietnamese Higher Education Global Forces and Local Demands Editors Nhai Thi Nguyen Ly Thi Tran Monash College Deakin University Clayton, VIC, Australia Burwood, VIC, Australia ISSN 1573-5397 ISSN 2214-9791 (electronic) Education in the Asia-Pacific Region: Issues, Concerns and Prospects ISBN 978-981-13-8917-7 ISBN 978-981-13-8918-4 (eBook) https://doi.org/10.1007/978-981-13-8918-4 © Springer Nature Singapore Pte Ltd. -
Annual Report 2015
ANNUAL REPORT 2015 1300 244 746 chisholm.edu.au OUR OUR OUR VISION PURPOSE VALUES Leading the way in Chisholm Institute excels Our drive for commercial education and training in education and training success is underpinned to inspire success and and is respected and by our core values: transform lives. valued for enhancing Opportunity the social and economic futures of individuals, Integrity industry and communities. Collaboration Achievement Cover artwork: Chisholm Dandenong, Building G Opposite: START Trade Training Centre, Frankston CHISHOLM ANNUAL REPORT 2015 1 CONTENTS About this Report 2 About Chisholm 3 Board Chair’s Message 4 CEO’s Message 5 Awards and Achievements 6 Working with Industry 9 Students Working in the Community 11 International Work 12 Teaching and Learning 14 New Infrastructure 15 Future Institute Initiatives 16 People and Development 18 Statistical Overview 21 Financial Overview 23 Board and Committees 25 Corporate Governance 27 Attestations 31 Social Responsibility 32 Caroline Chisholm Education Foundation 34 Consolidated Financial Statements 37 Notes to the Financial Statements 45 Performance Statement 106 Disclosure Index 107 Additional Compliance Reports 111 Activity Table 116 Environmental Performance 119 Acronyms 124 2 ABOUT THIS REPORT ABOUT THIS REPORT The Chisholm Institute 2015 Annual Report is a report to the Parliament of Victoria required under Section 45 of the Financial Management Act 1994. The report contains information on All financial information presented in the operations of Chisholm Institute, -
Terabyte Track Results
Terabyte Track Results Tag Organization cmutufs2500 Carnegie Mellon University, Distributed IR group (CMU-DIR) cmuapfs2500 Carnegie Mellon University, Distributed IR group (CMU-DIR) cmutuns2500 Carnegie Mellon University, Distributed IR group (CMU-DIR) DcuTB04Ucd1 Dublin City University DcuTB04Base Dublin City University DcuTB04Ucd2 Dublin City University DcuTB04Wbm25 Dublin City University DcuTB04Combo Dublin City University nn04test Etymon nn04tint Etymon nn04eint Etymon humT04 Hummingbird humT04l Hummingbird humT04vl Hummingbird humT04dvl Hummingbird humT04l3 Hummingbird iit00t IIT Information Retrieval Lab robertson IIT Information Retrieval Lab apl04w4tdn Johns Hopkins University apl04w4t Johns Hopkins University mpi04tb07 Max-Planck-Institute for Computer Science mpi04tb09 Max-Planck-Institute for Computer Science mpi04tb101 Max-Planck-Institute for Computer Science mpi04tb81 Max-Planck-Institute for Computer Science mpi04tb91 Max-Planck-Institute for Computer Science MSRAt1 Microsoft Research Asia MSRAt2 Microsoft Research Asia MSRAt3 Microsoft Research Asia MSRAt4 Microsoft Research Asia MSRAt5 Microsoft Research Asia zetbodoffff RMIT University zetanch RMIT University zetplain RMIT University zetfuzzy RMIT University zetfunkyz RMIT University sabir04tt Sabir Research, Inc. sabir04td2 Sabir Research, Inc. sabir04ta2 Sabir Research, Inc. sabir04tt2 Sabir Research, Inc. sabir04td3 Sabir Research, Inc. THUIRtb2 Tsinghua University THUIRtb3 Tsinghua University THUIRtb4 Tsinghua University THUIRtb5 Tsinghua University THUIRtb6 Tsinghua -
Curriculum Vitae Dr GUILLERMO ARANDA-MENA PART A
Curriculum Vitae Dr GUILLERMO ARANDA-MENA PART A Personal Details Full name: Guillermo Aranda-Mena Title: Dr. Current position: Associate Professor - Tenured College/School College of Design and Social Context School of Property, Construction a Project Management Correspondence address: GPO Box 2476V, Melbourne VIC 3001 Email address: [email protected] Academic Qualifications Formal qualifications Year Qualification University 2008 – Professional Certificate in Virtual Design Stanford University, California, 2010 and Construction. Department of Civil and Environmental Project: Australian National Guideline for Digital Engineering. Modelling in Architecture, Engineering and Construction Supervisor: Professor Martin Fischer 1997 – PhD in Construction Management and The University of Reading, 2003 Engineering United Kingdom Thesis title: Mapping Workers’ Cognitive School of Construction Management Structures of Construction Site Hazards. and Engineering. Supervisor: Professor Edward Finch 1996 – MSc in European Construction Engineering Loughborough University of 1997 European Inter-University Programme Technology, United Kingdom Thesis title: Investigating the impact of Department of Civil and Building Hoftede’s Cultural Dimensions in Managing Engineering. Construction Partnerships. Supervisor: Professor John Baker 1996 Postgraduate Diploma Fellowship in Universidad de Sevilla, Spain Architecture and Planning Escuela Tecnica Superior de Master en Arquitectura y Patrimonio Arquitectura Historico. (School of Architecture). -
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. -
Delivery of VET Offshore by Public Providers 2013
Delivery of VET offshore by public providers 2013 About this report In 2014, the Australian Government Department of Education and Training commissioned the National Centre for Vocational Education Research (NCVER) to undertake a survey of the offshore vocational education and training (VET) activity delivered in 2013 by Australian public providers. The Australian Government has supported this survey annually since 2003. For further information, please visit the website <https://internationaleducation.gov.au/Pages/default.aspx>. National Centre for Vocational Education Research The NCVER research team includes Marilyn Lumsden, Tham Lu and Davinia Blomberg. NCVER is located in Adelaide, South Australia. For further information, please visit <http://www.ncver.edu.au>. Acknowledgments The Australian Government Department of Education and Training would like to thank all those individuals who contributed to the study by supplying data and information and otherwise assisting. Disclaimer ISBN 978 1 74361 985 8 [PDF] ISBN 978 1 74361 986 5 [DOCX] The Commonwealth of Australia, its officers, employees or agents disclaim any responsibility for any loss howsoever caused, whether due to negligence or otherwise from the use of information in this publication. No representation expressed or implied is made by the Commonwealth of Australia or any of its officers, employees or agents as to the currency, accuracy or completeness of the information contained in this report. The reader should rely on their own inquiries to independently confirm the information and content on which they intend to act. Creative Commons With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia <http://creativecommons.org/licenses/by/3.0/au> licence.