TAFE Directors Australia 2011 Annual Report

Total Page:16

File Type:pdf, Size:1020Kb

TAFE Directors Australia 2011 Annual Report 2 0 11 annual report TAFE Directors Australia Inc. ABN: 40 300 173 822 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 Front cover images, clockwise from top: Broadway NSW 2007 Top left, from left: Winner of the Archibald Exhibition People’s Choice 2010 and Exhibitor 2011, Apple Yin, a TAFE Meadowbank Diploma in Fine Arts graduate, with Dianne Murray, Contact Deputy Chair of TDA and Institute Director of the Illawarra Institute, TAFE NSW, the Hon. Telephone: 02 9217 3180 Adrian Piccoli, NSW Minister for Education, and TDA Chair Stephen Conway, the Managing Director of TAFE SA Adelaide South, at the national conference. Facsimile: 02 9281 7335 Email: [email protected] Top right, left to right: Kim Harrington, Faculty Manager Business at Central Queensland Web: www.tda.edu.au TAFE; Denise Stevens, CEO of TAFE Development Centre, Melbourne; and Kim Hawkins, Executive Director of West Coast Institute of Training, WA, were among Australian delegates attending the gala opening of the Miami Dade Culinary Institute in the US. Bottom right: TAFE automotive students were happy for Senator the Hon. Chris Evans, MP, Minister for Tertiary Education, Skills, Science and Research, to take the wheel. Bottom left: The Hon. Julia Gillard, MP, Prime Minister of Australia; the Hon. Wayne Swan, MP, federal Treasurer; and Senator the Hon. Chris Evans, MP, Minister for Tertiary Education, Skills, Science and Research, experience a hands-on approach to skills training. Contents About us Vision Mission 01 National Board 2 TAFE Directors Australia (TDA) Our purpose is to: To drive quality in TDA will support is the peak national body • advance vocational education vocational education TAFE institutes in the 02 Message from the Chair 3 incorporated to represent and training policy in Australia Australia’s 61 government-owned and training, and show development, recognition 03 Chief Executive TAFE institutes and university • support policy development leadership in sector and resourcing of Officer’s report 4 for improved outcomes for TAFE divisions, and the Australia- policy and value-added those institutes as the Pacific Technical College (APTC). students – domestic and 04 Operational highlights 5 international member services. recognised leaders Australia’s TAFE Institute • lead the advocacy on funding in quality vocational 05 Board and committees 18 Network is the largest and most diverse tertiary education sector • provide member services for education and training. 06 Financial report 20 in Australia with more than Tuition Assurance to facilitate institutes’ Vocational Education 07 TAFE locations 31 1,300 locations across Central Business Districts (CBDs), and Training (VET) FEE-HELP suburban, regional and remote registration, and Higher locations, with many institutes Education FEE-HELP offering further services through • position TAFE institutes as the the Asia-Pacific and other major training brand delivering offshore regions. skills in Australia The core business of TDA is • develop and support supporting our member institutes international networks, and leading the advocacy for partnerships and exchanges quality skills in Australia. TAFE Directors Australia was established by TAFE institute directors in 1998, and incorporated as a not-for-profit educational organisation. TAFE Directors Australia Annual Report 2011 01 National Board 1 2 3 Executive* Members** Stephen Conway Wayne Collyer Adrian Marron Chair, Managing Director Managing Director Chief Executive Officer TAFE SA Adelaide South (SA) Polytechnic West (WA) Canberra Institute of Technology (ACT) Dianne Murray Kevin Harris Deputy Chair, Institute Director Institute Director John Hassed TAFE NSW – Illawarra TAFE NSW – Northern Sydney Pro Vice Chancellor – VET Institute (NSW) Institute (NSW) Charles Darwin University (NT) 4 5 6 Sue Slavin Kaylene Harth Malcolm White Deputy Chair, Managing Director Institute Director Chief Executive Officer West Coast Institute of Training (WA) Metropolitan South Institute The Skills Institute (TAS) of TAFE (QLD) Nicholas Hunt Chief Executive Officer William Angliss Institute 7 8 9 of TAFE (VIC) 10 Note * Stephen Conway replaced Bruce Mackenzie, Chief Executive, Holmesglen, Left to right: 1: Stephen Conway as Chair from May 2011 and Sue Slavin, Managing Director of West Coast 2: Dianne Murray 3: Sue Slavin Institute of Training, replaced Stephen Conway as Deputy Chair. 4: Wayne Collyer 5: Kevin Harris 6: Kaylene Harth 7: Nicholas Hunt ** John Hassed joined the TDA Board in May 2011, replacing Dr Barry McKnight. 8: Adrian Marron 9: John Hassed Malcolm White joined the TDA Board in December 2011, replacing Paul Murphy, 10: Malcolm White. General Manager, Tasmanian Polytechnic. 02 Message from the Chair This report to TAFE Directors comes a real role for the public provider The financial outcome for 2011 I share with many TAFE executives the I congratulate the National as great pressures challenge our (TAFE) network. It certainly is proving recorded a continuing recovery from frustration of delays in an adequate Secretariat for a most successful membership with the restructuring critical to how TAFE may respond the investment some years back response by the Commonwealth to year. The TDA 2011 National to vocational education and training to entitlement training. I have to establish a tuition assurance the crisis in international education Conference staged in Sydney in Australia. experienced first-hand in my own service for members. These tuition caused by the collapse of private proved a watershed in member jurisdiction (TAFE SA) that this can assurance services were extended colleges. Despite significant policy response, and showed how The Council of Australian extend to new governance for TAFE, to high quality higher education inquiries announced in Canberra, important is this network ahead of Government (COAG) Agreement which further shapes workforce and VET providers, but limited to we still await TAFE students to be the challenging times of structural for states and territories to create planning, capital budgets and more. approved HEP providers, or those treated equally to university students, change. Martin Riordan as CEO was a national entitlement system for This coincides with political change registered training organisations although I congratulate the TDA accorded a most complimentary training will undoubtedly prove to be which has taken place across (RTOs) registered under the Secretariat for its ongoing campaign evaluation by the Board during a ‘sea change’. Its timing approaches several states and territories, and Commonwealth FEE-HELP Scheme. with immigration authorities to resolve the year, and I pay tribute to his soon, effective 1st July 2012. TDA has continued to extend its this issue, for new high-quality risk ‘top team’ with Pam Caven, At an international level, the bilateral TAFE Directors Australia has policy hand within the National VET profiles for TAFE and major providers Director Policy and Stakeholder arrangements TDA has nurtured emerged as a credible policy voice Reform agenda. in VET. Engagement, and Peter Holden, with countries in the Asia-Pacific in the VET reform discussions Director International Engagement, I congratulate the contribution of region have been well supported. The further challenges for TDA will in Canberra. TDA’s achievement for their loyalty to the organisation the TDA National Board, which The vocational education leadership be engaging with members for the in the COAG Agreement was and excellent work. We welcome has significantly refreshed from programme with China polytechnics renewal of the TDA Strategic Plan to incorporate the ‘transition Janny Tjen as the incoming recent years. I have welcomed the was especially popular, with (2010–12). The organisation has arrangements’ designed under the Administration Manager. active Board discussions which Australia ranked as the most popular been robust to extend its capacity for National Partnership Agreement successfully drove policy released destination for polytechnic senior member services, and modernised to ensure states and territories this past year across areas including executive leadership to extend their systems, and demonstrated supported TAFE into the new apprenticeship reform, TAFE professional development. This has that TAFE has a voice for policy entitlement environment. growing in higher education, the been the basis of TDA’s Strategic engagement in Canberra. I am sure This resolution was a real ‘win’ from release of a principles paper for rural Plan mission, to support TAFE further consultation with members the Ministerial Council of Education and regional policy, and competition members with wider opportunities will be critical, and I welcome TAFE and Training Ministers (SCOTESE) in policy and entitlement launched for international engagement. directors and their staff reviewing with Stephen Conway favour of articulating under our Case for a National the Board our mission, and how this Chair, TAFE Directors Australia Charter for TAFE. can be relevant for the challenging years ahead. TAFE Directors Australia Annual Report 2011 03 Chief Executive Officer’s report The role of the public provider with multiple closures of private Secretariat developed a range VET international enrolments Development Centre), in Melbourne, (TAFE) network, its leadership colleges and loss of student fees, of responses
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • GO on > HEAD EAST
    industry & investment > EAST GIPPSLAND GO ON > HEAD EAST. www.discovereastgippsland.com.au 1 < GO ON > HEAD EAST BEACH, BEACH HAPPY & MORE BEACH. DAYS. HOME to AustRALIA’S Longest beach (90 MILE Beach) AND YEAR ROUND LARgest INLAND wateRwaY TEMPERATE CLIMATE (THE GIPPSLAND LAKES) TOWNS & COMMUNITIES. 8 MAJOR towns AND AROUND 40 INDIViduaL COMMUNITIES 30 PRIMARY, 6 secondaRY SCHOOLS & ACCESS to TERTIARY education LocaLLY MEDIAN HOUSE PRICE $230,000* HOME to ONE OF THE LARgest FISHING PORts IN AustRALIA ALIVE WITH NATURE & WILDLIFE. ONE OF THE LARGEST AREAS OF NationaL PARKS IN AustRALIA – 1.5 MILLION hectaRES ONE OF THE LARgest PER TRAIN: MELBOURNE capita boat owneRSHIPS to BAIRnsdaLE 3 IN AustRALIA TIMES daiLY (3.5 HOUR JOURNEy) * SOURCE: BAIRNsdaLE, RP Data, MARCH 2014 > 2 welcome > EAST GIPPSLAND HEAD EAST & EXPERIENCE > A better work/life balance > A more relaxed lifestyle with time to enjoy our diverse natural wonders > Affordable housing so you can spend more money on the things you want > A chance to further your career in a thriving and vibrant community > Excellent educational facilities for your children to help deliver a bright, successful future welcome to Home to tranquil lakes, pristine beacHes and tHe rugged beauty of tHe HigH country. east gippsland WHETHER YOU HAVE A LIFETIME, A MONTH, A WEEKEND OR A daY, THERE ARE MANY Reasons to EXploRE THIS MagiCAL CORNER OF VICtoRIA. Our relaxed regional lifestyle means that you can forget about traffic jams and get home on time to enjoy everything the region has to offer. Spend time with family and friends or head outdoors for some quality “me” time.
    [Show full text]
  • VATL Annual Report 2014
    VATL Annual Report 2014 Table of Contents EXECUTIVE REPORTS Convenor’s Report ________________________________________ 3 VATL Executive Committee __________________________________ 3 Treasurer’s Report _________________________________________ 3 2014 VATL Finances ________________________________________ 4 SUBSIDIARY REPORTS Cataloguing Acquisitions Serials and Systems (CASS) __________ 5 Management Interest Group (MIG) ___________________________ 5 Liaison, Information & Training (LIT) __________________________ 6 Vocational Libraries Advisory Committee (previously TAFE Library Advisory Committee) 7 MEMBER LIBRARY REPORTS Advance TAFE see Federation Training page 10 __________________________ 8 Bendigo Kangan _____________________________________________ 8 Box Hill Institute of TAFE _______________________________________ 8 Central Gippsland Institute of TAFE (Gipps TAFE) see Federation Training page 10__ 9 Chisholm Institute of TAFE _____________________________________ 9 Federation Training ____________________________________________ 10 Federation University previously University of Ballarat ____________________ 11 Gordon Institute of TAFE _______________________________________ 13 Goulburn Ovens Institute of TAFE _______________________________ 14 Holmesglen Institute of TAFE ___________________________________ 14 Kangan Batman Institute of TAFE see Bendigo Kangan page 8) _________ 15 Melbourne Polytechnic (formerly Northern Melbourne Institute of TAFE) _________ 15 RMIT University _______________________________________________
    [Show full text]
  • Associate Degrees in Australia: a Work in Progress
    Associate degrees in Australia: a work in progress Final Report 2013 ALTC Teaching Fellowship Improving tertiary pathways through cross-sectoral integration of curriculum and pedagogy in associate degrees Dr. Helen Smith RMIT University Support for the production of this report has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this report do not necessarily reflect the views of the Australian Government Office for Learning and Teaching. With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution- ShareAlike 3.0 Unported License. (http://creativecommons.org/licenses/by/3.0/au/). The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the Creative Commons Attribution-ShareAlike 3.0 Unported License. (http://creativecommons.org/licenses/by/3.0/au/legalcode). Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2013 ISBN 978-1-921916-19-9 Book ISBN 978-1-921916-20-5 PDF 2 Associate degrees in Australia: a work in progress Acknowledgements I would like to express my thanks to all those who contributed to the Fellowship and the production of this report: • RMIT Vice Chancellor, Professor Margaret Gardner, for her vision and leadership in the associate degree space. • RMIT Deputy Vice Chancellor Academic 2005-2009, Professor Jim Barber; and Director TAFE 2004-2011, Mr.
    [Show full text]
  • Annual Report 2011 the Annual Report 2011
    Annual Report 2011 The Annual Report 2011 © The Gordon 2012 Published by: The Gordon Marketing Department Private Bag 1 Geelong Mail Centre Victoria, Australia 3221 Ph: (03) 5225 0631 Email: [email protected] ABN: 27 241 053 246 TOID: 3044 CRICOS No: 00011G Publications Coordinator: Chrissy Meddings Design and layout: Samantha Trask and Deirdre Carmichael The Gordon Annual Report 2011 and previous reports are available online at thegordon.edu.au Printed April 2012 Contents President’s Welcome 2 The Organisation 3 The Vision, The Mission, The Values 3 About Us 4 Executive Organisational Chart 5 Executive Team 6 Board and Governance 7 The Year in Review 11 CEO’s Message 11 Summary of Operating Results 12 Enrolment Statistics 14 VCE & VCAL outcomes 15 Directors’ Reports 16 Year One: 2011—2013 Strategic Plan 23 Awards 26 Training Partnerships 28 Serving our Community 30 Marketing 32 International Operations 33 Capital Projects 35 Green Initiatives 36 Research and Development 37 The Formalities 38 Risk Management Attestation Statement 38 Workforce and Employment 39 Fees and Charges 40 Occupational Health and Safety 41 Further Compliance Information 42 Disclosure Index 43 The Financial Report 2011 FIN 1 Gordon Institute of TAFE FIN 2 Gotec Limited FIN 45 The Gordon Annual Report 2011 1 President’s Welcome The Gordon Annual Report 2011 Dear Minister I am pleased to present the 2011 Annual Report, which demonstrates a very successful year for The Gordon. In 2011 The Gordon embraced its new vision to ensure success in the new tertiary education landscape, underpinned by a robust and forward-thinking 2011-2013 Strategic Plan.
    [Show full text]
  • Resume of Margaret Taylor
    Resume of Margaret Taylor Learning Edges Australia Educational Design · Facilitation · Transformational Learning [email protected] · www.learningedges.com · 0400 700 348 Key Capabilities Tertiary education consultancy Curriculum design & development Project management Facilitation Leadership & management coaching Research skills Professional writing Career Summary Director, Learning Edges Australia Pty Ltd 1989 – Present Acting Director, University Teaching and Learning, RMIT University 2002-2003 Teaching, Program Coordination and Project Management in TAFE 1973 – 1988 Institutes and Victorian Secondary Schools Research Assistant, Faculty of Education, Monash University 1977 Qualifications Master of Arts (Social Ecology) University of Western Sydney 2006 Bachelor of Education Monash University 1977 Diploma of Education Monash University 1972 Bachelor of Arts Monash University 1971 Certificate IV in Training & Assessment East Gippsland TAFE 2009 Continuing Education Programs Certificate in Holistic Coaching Metavision Institute 2009 Strategic Dialogue as Core Business Process - The World Café Method, Halifax 2001 Technology of Participation Group Facilitation Methods - Institute of Cultural Affairs, 1995 Seattle Holistic Human Development Processes - Foundation for Mind Research, New York 1994 2010- Oxford University Continuing Education online courses in archeology & history 2011 Page | 2 Clients I work with clients in a range of sectors: • Tertiary education – universities, TAFE institutes, other training and development organizations
    [Show full text]
  • Resourcing Tertiary Education
    OECD THEMATIC REVIEW OF TERTIARY EDUCATION COUNTRY BACKGROUND REPORT AUSTRALIA ANNEX – TABLES AND FIGURES Department of Education, Science and Training Canberra April 2007 LIST OF TABLES AND FIGURES Chapter 2 Table 2.1: Schedule A, B and C and other approved higher education providers under the Higher Education Support Act 2003 (HESA) ............1 Table 2.2: All students by mode of attendance, type of attendance and gender, 1995 to 2005 ................................................................................2 Table 2.3: All students by broad field of education, 1995 to 2005 ...........................................................................................................................3 Table 2.4: All students by level of course, 1994 to 2005, % of total ........................................................................................................................3 Table 2.7: Estimated unmet demand for university places by State, 2001 to 2006 ...................................................................................................4 Table 2.8: Domestic students by age group, 2005 .....................................................................................................................................................5 Figure 2.5: Estimated unmet demand, 2001 to 2006 ..................................................................................................................................................6 Figure 2.6: Eligible applicants and offers for undergraduate domestic places at
    [Show full text]
  • PAEC Transcript Page Reference P.6 QUESTION
    Email Rcvd 20/6/2016 Minister for Training and Skills PAEC 2016-17 Questions on Notice Question on notice no: 1 PAEC Transcript page p.6 reference QUESTION How many international students are studying in Victoria as a result of the Minister’s recent trip to Latin America? RESPONSE In March 2016, there were 5,290 student enrolments from Brazil, Chile, Colombia and Peru which was a 16.0 per cent growth compared to the same period last year. There was particularly strong growth (22 per cent) from Colombia. Student enrolments for the January to March period from 2015 to 2016 are below. International Student Enrolments in Victoria (YTD March 2016) % Growth Nationality 2015 2016 2015 - 16 Brazil 1,558 1,720 10.4 Chile 446 477 7.0 Colombia 2,413 2,944 22.0 Peru 144 149 3.5 TOTAL 4,561 5,290 16.0 1 Email Rcvd 20/6/2016 Minister for Training and Skills PAEC 2016-17 Questions on Notice Question on notice no: 2 PAEC Transcript page p.7 reference: QUESTION Please provide detailed information on the agreements (e.g. MOUs, scholarships) made as a result of the Minister’s recent trip to Latin America. RESPONSE Following the trip, Victorian institutions indicated that six MOUs between institutions were in the process of development or expansion. Deakin University signed an MOU with Universidade Estadual de Ponta Grossa in Parana, Brazil to cooperate on developing projects relating to climate modelling, land suitability and water quality research; and with Sao Paulo Research Foundation (FAPESP). Deakin University also reported it was developing a further
    [Show full text]
  • 2012 VATL Finances ______6
    EXECUTIVE REPORTS Convenor‘s Report ________________________________________ 3 VATL Executive Committee __________________________________ 4 Treasurer‘s Report _________________________________________ 5 2012 VATL Finances ________________________________________ 6 SUBSIDIARY REPORTS Cataloguing Acquisitions Serials and Systems (CASS) _______ 7 Liaison, Information & Training (LIT) _______________________ 8 Management Interest Group (MIG) _______________________ 8 MEMBER LIBRARY REPORTS Advance TAFE ______________________________________________ 9 Bendigo Regional Institute of TAFE ____________________________ 9 Box Hill Institute of TAFE ______________________________________ 10 Central Gippsland Institute of TAFE ____________________________ 11 Chisholm Institute of TAFE _____________________________________ 12 Gordon Institute of TAFE _______________________________________ 12 Goulburn Ovens Institute of TAFE _______________________________ 13 Holmesglen Institute of TAFE ___________________________________ 14 Kangan Batman Institute of TAFE _______________________________ 15 Northern Melbourne Institute of TAFE ___________________________ 16 RMIT University _______________________________________________ 17 South West Institute of TAFE ___________________________________ 18 Sunraysia Institute of TAFE ____________________________________ 19 Swinburne University __________________________________________ 20 University of Ballarat __________________________________________ 20 Victoria University _____________________________________________
    [Show full text]
  • A Guide to Victoria's Education and Training Institutions
    A GUIDE TO VICTORIA'S EDUCATION & TRAINING VICTORIANINSTITUTIONS EDUCATION PROVIDERS DISCLAIMER The information contained in this booklet is provided for general guidance and assistance only and is not intended as advice. You should make your own inquiries as to the appropriateness and suitability of the information provided. While every effort has been made to ensure the currency, accuracy or completeness of the content we endeavour to keep the content relevant and up to date and reserve the right to make changes as require. The Victorian Government, authors and presenters do not accept any liability to any person for the information (or the use of the information) which is provided or referred to in the booklet. Authorised by the Victorian Government Department of Economic Development, Jobs, Transport and Resources 1 Spring Street Melbourne Victoria 3000 Telephone (03) 9208 3333 May 2016 © Copyright State of Victoria Except for any logos, emblems, trademarks, artwork and photography this document is made available under the terms of the Creative Commons Attribution 3.0 Australia licence. 2 / A GUIDE TO VICTORIA'S EDUCATION & TRAINING INSTITUTIONS CONTENTS Universities Australian Catholic University 6 Deakin University 8 Federation University Australia 10 La Trobe University 12 Monash University 14 RMIT University 16 Swinburne University of Technology 18 The University of Melbourne 20 University of Divinity 22 Victoria University 24 Public Vocational Institutions Bendigo Kangan Institute 26 Box Hill Institute 28 Chisholm Institute 30 Federation Training 32 Gordon Institute of TAFE 34 Goulburn Ovens Institute of TAFE 36 Holmesglen Institute 38 Melbourne Polytechnic 40 South West Institute of TAFE 42 Sunraysia Institute of TAFE 44 Victoria Polytechnic 46 William Angliss Institute 48 Wodonga Institute of TAFE 50 STUDY MELBOURNE / 3 AN EDUCATION DESTINATION Melbourne, the vibrant capital of Victoria, is a multicultural city, renowned for its culture and lifestyle.
    [Show full text]
  • 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.
    [Show full text]