Pathways Programs to University in 2022 There Are Many Different Ways to Get to the Same Destination, and That Applies to University Too
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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 -
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, -
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. -
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. -
大洋洲oceania 學校university 迪肯大學deakin University 國家country 澳洲australia 學校簡介introduction As
大洋洲 Oceania 學校 迪肯大學 國家 澳洲 University Deakin University Country Australia As one of Australia's leading tertiary education providers, Deakin offers a personalised experience enhanced by world-class programs and innovative digital engagement. We lead by creating opportunities to live and work in a connected, evolving world. With four outstanding campuses in Melbourne, Geelong and Warrnambool, and a premium online learning platform that exceeds any other in Australia, all 60,000 of our students enjoy unlimited access to world-leading facilities and a friendly, welcoming atmosphere – regardless of whether they're studying on campus or online. We also have 學校簡介 Introduction corporate and learning centres that provide meeting, study and event spaces to both students and the communities we serve. Our passionate academic staff, leadership personnel, administrative staff and researchers make up our rich, vibrant and productive community across four faculties and 14 schools. The University upholds a strong governance system that delivers high standards of decision- making and accountability. This ensures our courses, research and community engagement continues to meet and exceed the highest standards of quality. 秋季 Fall Semester 春季 Spring Semester 學期制度 Academic July to October March - June Calendar Application deadline : Application deadline : 10 April 2022 30 October 2022 交換人數 交換資格 Both undergraduate & 2 FTE Quota Eligibility postgraduate https://policy.deakin.edu.au /document/view- 註冊繳費 Exempted 語言條件 current.php?id=161&_ga=2. Tuition Fee NA for -
Annual Report 2018
MELBOURNE POLYTECHNIC CAMPUSES, TRAINING CENTRES, SKILLS AND JOBS CENTRES & COURSE ADVICE CENTRE CAMPUSES TRAINING CENTRES Collingwood Ararat Training Centre 20 Otter Street Grano Street Collingwood VIC 3066 Ararat VIC 3377 Epping Growling Frog Vineyard Corner Cooper Street and Dalton Road 1910 Donnybrook Road Epping VIC 3076 Yan Yean VIC 3755 Fairfield Northern AMEP Centre Yarra Bend Road Corner Belfast and Blair Streets Fairfield VIC 3078 Broadmeadows VIC 3047 Greensborough Northern Lodge, Eden Park MELBOURNE POLYTECHNIC 61 Civic Drive Glen Robin Court Greensborough VIC 3088 Eden Park VIC 3757 Heidelberg Northern Lodge, Yan Yean Corner Waterdale Road and Bell Street 2005 Plenty Road Heidelberg West VIC 3081 Yan Yean VIC 3755 Prahran 144 High Street Prahran VIC 3181 ANNUAL REPORT 2018 REPORT ANNUAL Preston 77 St Georges Road Preston VIC 3072 INTERNATIONAL CAMPUS Fuzhou Melbourne Polytechnic Campus 199 Xi Yuan Gong Road Shangjie District, Minhou County, Fuzhou Fujian Province, China ANNUAL SKILLS AND JOBS CENTRES Melbourne Polytechnic @ Northland Shopping Centre 2-50 Murray Road Preston VIC 3072 REPORT Melbourne Polytechnic @ Westfield Plenty Valley 415 McDonalds Road Mill Park VIC 3082 2018 COURSE ADVICE CENTRE Melbourne Polytechnic @ Westfield Doncaster 619 Doncaster Road (Cnr Williamsons Road) Doncaster VIC 3108 www.melbournepolytechnic.edu.au ABOUT THIS REPORT The Melbourne Polytechnic Annual Report 2018 is a report to the Parliament of Victoria required under Section 45 of the Financial Management Act 1994. The Annual Report contains information about the operations of Melbourne Polytechnic during 2018, audited standard Financial and Performance Statements and other information required under Standing Directions of the Assistant Treasurer under the Act (Section 4 Financial Management Reporting) and the Financial Reporting Directions given under the Act. -
Respect. Prevent. Respond. Conference Preventing and Responding to Sexual Harm in the Tertiary Education Sector 5–6 February 2019 | Deakin Downtown
Respect. Prevent. Respond. Conference Preventing and Responding to Sexual Harm in the Tertiary Education Sector 5–6 February 2019 | Deakin Downtown Deakin University CRICOS Provider Code: 00113B deakin.edu.au/RPRconference 1 Deakin’s acknowledgement Deakin acknowledges the Traditional Custodians of our lands and waterways. We pay respects to Elders past, present and emerging. Deakin is committed to valuing, building and sustaining recognition, understanding and positive relationships between Aboriginal and Torres Strait Islander and non-Indigenous Australians. 2 Welcome from Deakin University’s Vice-Chancellor Preventing and responding to sexual harassment and sexual assault is a significant issue for our University, our higher education sector and for the wider community. Our campuses are generally safe places. However, we have a addressing the drivers of sexual assault and harassment and responsibility to continue to drive a stronger culture of safety, strengthening a culture of ‘see something say something’, so mutual respect and inclusion. We have a role as employers, that our students and staff will feel comfortable to raise their employees, and as educators of the next generation, to take a concerns and that as institutions, we respond to disclosures in a lead role in ensuring that all who use our grounds and facilities compassionate, empathetic and supportive manner. know that sexual harassment is unacceptable behaviour and The conference program is impressive both in the quality of its sexual assault is criminal behaviour. Both actions have severe speakers and the breadth and depth of the issues it covers. It consequences. We all have a responsibility to lead the way in presents an opportunity to build on our sector’s commitment changing the culture and addressing attitudes and behaviours to fostering an environment where everyone is valued, that are not acceptable in today’s world. -
Supporting Deakin to Become Australia's Most Progressive University
ANNUAL REPORT 2015 DEAKIN COMMERCE ALUMNI SUPPORTING DEAKIN TO BECOME AUSTRALIA’S MOST PROGRESSIVE UNIVERSITY MESSAGE FROM THE EXECUTIVE Throughout 2015, the Deakin Commerce Alumni Chapter (‘the Chapter’) continued to build on strong foundations of the founding executive group and the vision of celebrating the achievements of Deakin commerce graduates providing a medium of lifelong communication between Deakin University and its alumni. 2015 has been an exciting year for the On behalf of the Chapter, we extend sincere Chapter. On behalf of the Executive and thanks to all those who committed their Steering Committee, we are pleased to valuable time and resources in support of present to you the 2015 Annual Report. the Chapter’s strategic plan to executing networking events, professional development We hope that you will be inspired by the events and university profile enhancement achievements and continue to be active events. members of the Chapter as we work collaboratively towards helping Deakin We look forward with confidence to the University achieve its mission of becoming Chapter’s future as it continues to add value Australia’s most progressive university. by providing a relevant alumni community to further enhance the careers and personal The Chapter is the largest and most active development of its members. alumni chapter within Deakin University with approximately 15,000 registered members. To date, Chapter members have established a strong presence in commerce nationally and internationally. Deakin graduates today command distinguished positions in the Roger Fredrick public, private and not-for-profit sectors. Deakin Commerce Alumni President 2015 The success of the Chapter is primarily due to the keen participation of the alumni, tireless volunteering efforts of the steering committee members and continued strong support from the Pro Vice Chancellor and staff members from the Faculty of Business and Law and corporate sponsors. -
Bachelor of Education (Inservice)
Bachelor of Education (Inservice) Handbook Domestic Entry requirements overall 6.5 Year 2014 Prerequisite Completion of a Diploma of Teaching (or Enrolling It is imperative that you enrol in both QUT code ED26 equivalent). semester 1 and semester 2 units at the Duration 1 year (full-time) start of each year when you commence in semester 1. Duration 2 years Teacher registration eligibility (part-time Please note that if you are not eligible for domestic) registration as a teacher with the Course Structure You are required to complete eight, 12 Campus Kelvin Grove Queensland College of Teachers (QCT) on entry to the course, completion of this credit point units of study. Domestic fee 2014: CSP $3,400 per course will not provide QCT eligibility. You (indicative) Study Period (48 credit The course provides flexibility for students points) should contact QCT for confirmation of your eligibility for registration before to complete their studies across a range International fee 2014: $12,400 per Study commencing the course. of areas. (indicative) Period (48 credit points) Two core units must be completed, Total credit 96 International Entry points EDP415 Engaging Diverse Learners and requirements EDP416 The Professional Practice of Start months February, July You must have completed a Diploma of Educators, along with an additional two Int. Start Months February, July Teaching (or equivalent). units from any of the courses offered by the Faculty of Education. The remaining Course Contact Education four units may be taken from a wide range Coordinator Student Affairs Section of Faculty of Education units in other 3138 3947, or [email protected] Faculty of Education courses including u For course progression Teacher Registration advice please contact Jo Bachelor of Education (Secondary), Wakefield on 07 3138 Eligibility Bachelor of Education (Primary), Bachelor 3948, or Please note that if you are not eligible for of Education (Early Childhood), Bachelor [email protected]. -
Higher Education in Regional and Rural Victoria: Distribution, Provision and Access
Melbourne Graduate School of Education HIGHER EDUCATION IN REGIONAL AND RURAL VICTORIA: DISTRIBUTION, PROVISION AND ACCESS Jenny Chesters, Hernan Cuervo and Katherine Romei AUTHORS Dr Jenny Chesters A/ Prof. Hernan Cuervo Ms Katherine Romei The University of Melbourne ISBN: 978 0 7340 5590 3 Date: May 2020 Youth Research Centre Melbourne Graduate School of Education The University of Melbourne, Vic 3010 To cite this report: Chesters, J., Cuervo, H. and Romei, K. 2020 Higher Education in Regional and Rural Victoria: Distribution, Provision and Access. Youth Research Centre, University of Melbourne, Melbourne. All rights reserved. No part of this report may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system, without permission in writing from the Youth Research Centre The views expressed in this report are those of the authors and are not necessarily those of the Youth Research Centre, the Melbourne Graduate School of Education, or the University of Melbourne. ACKNOWLEDGEMENT This report was funded an MSGE 2019 Development Award granted to Dr Jenny Chesters. Photos: Jenny Chesters. 2 Youth Research Centre, Melbourne Graduate School of Education CONTENTS 1. Introduction 4 2. Literature review 6 3. Higher education in the regions 8 4. Availability of courses in regional Victoria 15 5. Conclusion 16 6. References 17 7. Appendices 19 Access to university 3 1. INTRODUCTION Research indicates that students living in regional, rural and Equality of opportunity is dependent upon the availability, remote areas may be disadvantaged on at least two levels: family accessibility and affordability of study options in one’s local socioeconomic status (SES) and geographic location.