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close this bookCase Studies on Technical and Vocational Education in Asia and the Pacific - Australia (UNEVOC - ACEID, 1996, 56 p.)
View the document(introduction...)
View the documentAcknowledgments
View the documentKey Facts
View the documentExecutive Summary
Open this folder and view contents1. The Context for Reform of Australian Vocational Education and Training
Open this folder and view contents2. Human Resource Development
View the document3. Future Directions in Vocational Education and Training in Australia
Open this folder and view contents4. Issues in the Australian Vocational Education and Training System
Open this folder and view contents5. National Policies and Strategies to Promote the Development of Vocational Education and Training
Open this folder and view contents6. Policies to Promote Closer Linkages between Vocational Education Institutions and Industries
Open this folder and view contents7. Policies to Improve the Participation of Special Social Groups
View the documentConclusion
View the documentAPPENDIX I: GLOSSARY
View the documentAPPENDIX II: TAFE 1992 - AUSTRALIA IN SUMMARY
View the documentReferences

APPENDIX I: GLOSSARY

ACTRAC - Australian Committee for Training Curriculum

Established in 1991 to provide a vehicle for collaboration in the development of national competency-based training curricula and related teaching/learning materials. ACTRAC's primary objectives are to:

· initiate and facilitate the development of national competency-based curricula and related networks for both on-the-job and off-the-job training;

· link government and non-government training efforts in the development of curriculum; and

· produce and market high quality competency-based curriculum and associated teaching/learning materials.

ACVETS - Australian Committee on Vocational Education and Training Statistics

A national agency responsible for collecting and analysing vocational education and training information throughout Australia and providing statistical information to state and national education and training authorities and agencies. ACVETS has developed the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS). AVETMISS offers a nationally consistent standard for the collection and analysis of vocational and training information.

ANTA - The Australian National Training Authority

The Australian National Training Authority was established to begin operation on 1 January 1994. ANTA is responsible to, and provides advice to, a Ministerial Council comprised of the State/Territory and Commonwealth Ministers responsible for vocational education and training. ANTA is to achieve national consistency in the delivery of vocational education through the development of agreed 'national, goals, objectives and priorities', 'national strategic plans' 'firm targets and priorities', co-ordinated funding arrangements, and 'profiles' for vocational education and training at national level. State and Territory authorities will advise ANTA on State and Territory 'profiles'.

ANTA's key functions include:

· formulation of a national strategic plan;
· provision of advice to the Ministerial Council on funding levels and distribution; and
· direct planning involvement with state agencies to ensure efficient and high quality service.

ANTA's four main priorities for 1994-96 are:

1. To build a client-focused culture in the vocational education and training system.

2. To create and promote opportunities for life-long learning.

3. To advance a national identity for the vocational education and training system consistent with the national training reform agenda and through encouragement of national co-operative activities.

4. To reward innovation and best practice in such areas as planning, links with industry and resource utilisation.

ANTA will also set the priorities, and provide some funding, for vocational education and training research.

CSBs - Competency Standards Bodies

A Competency Standards Body is an organisation which has been formally accepted by the National Training Board to develop competency standards for a section of industry. It presents these standards to the National Training Board for endorsement and is responsible for reviewing them.

DEET - The Commonwealth Department of Employment Education and Training

DEET was formed in 1987, linking employment, education and training policies to achieve national economic and social goals. DEET accordingly advises on, and gives effect to, government policies for increasing employment opportunities, reducing unemployment, improving the skills base and promoting equity in the labour market.

DEET has responsibility for:

· providing policy advice to promote a national vocational education and training system which is efficient, nationally consistent, equitable and relevant to the economic needs of the nation in order to improve the productivity and skills of the workforce. This includes expanding entry-level training opportunities and the further development and implementation of the Australian Vocational Certificate Training System (AVCTs);

· developing and implementing the Commonwealth's policies for schools and administers programs of financial assistance;

· funds the development and maintenance of a strong and diverse higher education system including the research activities, and advises on and implements the Government's policies for higher education and research;

· funds and administers Australia's labour market programs focussing on the most disadvantaged in the labour market, including the long-term unemployed, Aboriginal and Torres Strait Islander people;

· assistance to job seekers through the Commonwealth Employment Service (CES);

· provision of programs for Aboriginal and Torres Strait Islander people;

· provision of student income support programs; and

· facilitating and increasing Australia's international orientation and participation in education and training.

DEET is one of the largest Federal Government departments with a budget over $AUS12 billion and more than 15,000 staff.

ITABs - Industry Training Advisory Bodies

ITAB is a generic term which covers Industry Training Committees and Industry Training Advisory Committees. They are tripartite, autonomous, industry-based incorporated bodies which operate at both national as well as State and Territory levels. ITABs are industries' peak body in education and training. They act as an important conduit for industry's views on training to be put across to governments and training institutions. ITABs develop national competency standards; in some cases provide industry accreditation of education and training programs; and market the importance of training.

MCEETYA - Ministerial Council on Employment, Education, Training and Youth Affairs

MCEETYA is a new federal body with responsibility for a wide range of issues relating to employment, education, training and youth affairs.

NBEET - National Board of Employment, Education and Training

NBEET is a statutory body established to advise the Commonwealth Government on a wide range of education and training issues. The Board is the peak body for four constituent councils: the Australian Education Research Council, the Employment and Skills Formation Council (ESFC), the Higher Education Council and the Schools Council. A key task for the Board is to integrate the advice from these councils whose diverse interests range across employment, education, training and research.

NCVER - National Centre for Vocational Education Research

The National Centre for Vocational Education Research Ltd (formerly the TAFE National Centre for Research and Development) is a company jointly owned by the Commonwealth, States and Territories to undertake research into vocational education and training. The Centre undertakes and funds research on vocational education, provides a clearing-house service on vocational education research throughout the Asia-Pacific area, and analyses vocational education statistics for the Commonwealth, States and Territories.

NTB - National Training Board

The National Training Board is a public company, whose owner members are the Commonwealth, State and Territory Ministers responsible for vocational education and training.

The Board's role is to assist industry to develop national competency standards for occupations and classifications in industry, or enterprise awards or agreements, and then endorse them. The NTB maintains a register of all competency standards developed by CSBs and liaises with appropriate Federal and State bodies to ensure consistency in the implementation of national competency standards. It also maintains a national register of VET courses accredited by State and Territory accreditation bodies.

NTCC - National TAFE Chief Executives Committee

The National TAFE Chief Executives Committee is comprised of State/Territory TAFE Directors [formerly the Australian Conference of TAFE Directors (ACTD)] which is a forum to allow the chief executives of TAFE to meet as a group to discuss operational issues.

NOOSR - National Office of Overseas Skills Recognition

NOOSR was created in 1989 to co-ordinate the Migrant Skills Reform Strategy as part of the Commonwealth Government's training reform and multicultural agendas. NOOSR is a branch of the Commonwealth Department of Employment, Education and Training and deals with the recognition of overseas qualifications within Australia. The development of national competency standards for the professions has become pivotal to NOOSR's initiatives to reform current practice in overseas skills recognition and in professional training.

State and Territory Accreditation Bodies

State and Territory vocational education and training authorities provide official recognition of training providers and accreditation of VET courses. Courses must be competency-based and identify outcomes in terms of competencies endorsed by the National Training Board, or industry or enterprise bodies, and meet the nationally-endorsed principles of accreditation.