The Racing Industry Community of Practice project will focus on three prime outcomes: Focus 1 – To establish a network of racing industry practitioners (including casual lecturers) to support the Racing Industry Standing Committee strategic priorities to increase collaboration and cooperation between industry participants and training providers during and beyond the life of the project. Focus 2 – To build an environment of trust where the network group feel free to share their knowledge, expertise and resources. The network will work towards identifying and implementing quality consistent delivery and assessment practices across national public and enterprise Registered Training Organisations (RTOs). Focus 3 – To provide activities where participants adopt specific roles to support effective networking and organise a networking workshop. The workshop will: •examine current delivery and assessment practices •identify a range of available quality practices to be adopted •identify any gaps requiring a collaborative network development effort •examine ways to apply these practices to the implementation of the Racing Industry extension qualifications (endorsement pending).

In 2004 only 4% of qualifications issued used recognition to complete and award qualifications (figures quoted by Helen Foley, Qld Dept of Education & Training in address to Mini Curve Conference 2005).. APTS will draw on its membership base to increase this percentage by building a community of practice of assessors with a minimum of 3 years experience working with RTO’s and other providers of training services. The COP would meet regularly to facilitate and support the sharing of information and ideas regarding best practice, and to develop and enhance the skills and knowledge of assessors. The major outcomes will be: -Case studies developed showcasing individual recognition scenarios. This will include those that worked and those that didn’t work. -A guide for RPL applicants, highlighting strategies to successfully apply for recognition. The focus will be on increasing the Domain of Knowledge through discussion on issues which arise from awarding full recognition to complete qualifications. Recognition includes both RPL and RCC and the issues include but are not restricted to: •Recognition that goes beyond paper-based evidence, particularly in areas such as communication/counselling training •Developing an understanding of the true cost of recognition for both assessor and student •Awareness of differences in evidence requirements across qualification levels and industry •Support for the recognition process ensuring it is seen as no more difficult than class based learning •Ensure consistency when awarding competency, including validation and moderation to meet quality assurance standards •Increase access for equity groups through flexible and appropriate recognition of skills and experience •Develop tools and language around flexible learning pathways •Develop mentoring partnerships to support less experienced assessors to support the transfer of knowledge in recognition. Ultimately, a forum for assessors to share concepts, explore new ideas, access the wealth of experiences of others, and cultivate relationships with peers, will support the continuing development of a dynamic, innovative and responsive ACT training market. The major outcomes will be: -Case studies developed showcasing individual recognition scenarios, including those that worked and those that didn’t work. -A guide for RPL applicants, highlighting strategies to successfully apply for recognition.

The Community of Practice will bring key VET and industry stakeholders together to consider current issues of mental illness in the community, and how government, training providers and the industry sector can work collaboratively to address these issues. The interaction, learning together, building relationships through mutual commitment constructs a network platform from which strategies can be identified with all partners equally engaged. Key plans and Reports will be the focus of discussion and assist in recommending future strategies. Members of the Community of Practice currently hold key roles which have the capacity to influence planning, policy development, and advice to government and industry.

To expand and sustain a network of stakeholders from throughout Victoria with an investment in delivering quality outcomes from the Asset Security Training Package and the Victorian Security Act. PRS03. The Victorian Security Industry Advisory Committee (VSIAC) was formed in August of 2005. Participants in the network include trainers and assessors, security association members, security employers, RTO decision makers, Victoria Police (Licensing Services Division) and Business Skills Victoria (the ITAB that has coverage for security). Significant progress has being made in terms of establishing a group with a common goal to improve security training practices in Victoria and to provide advice to the Victorian Council that reports to the minister. This project would enable the network to expand to incorporate the views of the Construction and Property Services Industry Skills Council (CPSISC), further security RTOs and the Office of Training and Tertiary Education (OTTE) via the Victorian Curriculum Maintenance Manager for Business and Property Services. This network would be offered facilitated professional development activities and opportunities to share information and form partnerships, to address PRS03 implementation issues. Units of competence are utilised from PRS03 for Victorian security licensing purposes (see attachment). This sharing of knowledge and working through implementation issues will maximise quality and consistency in delivery of PRS03 in line with Victorian strategic directions in training. The expanded VSIAC would become the facilitator of knowledge for advice for security training matters.

The project is designed to enable Victorian ACE providers, including CAE, and small private providers to improve the quality of delivery and consistency of assessment of the Certificate IV in Training and Assessment (TAA40104). Through a Community of Practice model, participants will share their knowledge and exchange models of effective practice with a specific focus on the language, literacy and numeracy (LLN) components of the TAA. Using an experienced facilitator and a blend of face-to-face and online interaction, the project will extend the capacity of small providers across the state to successfully deliver this qualification.

To develop, establish and maintain a Community of Practice that will involve participation of: VET teachers, currently delivering the Certificate IV in Health Nursing; relevant university personnel; key stakeholders involved in Health, ACT wide, including representatives of Aged Care, Mental Health and the Community. The Community of Practice will focus on: •preparing for the implementation of the new nursing qualifications in the soon-to-be-endorsed Health Training Package, HLT06 •developing networked relationships between CIT teachers, local industry, tertiary institutions and other key health representatives •extending the understanding of the NTF and of the environment into which the new training package will be introduced and so increasing VET teachers’ confidence in managing the change from curriculum to Training Package •building teacher industry currency •exploring study and career pathways and articulation opportunities available to those who will study the new Health Training Package, HLT06 •identifying innovative models of integrated practice that enhance the quality of delivery and assessment.

The Central Australian Education and Training Providers Project will establish a Community of Practice across Central Australia to develop ways of working both within and between providers that aim to improve outcomes for stakeholders with an interest in Indigenous education. The aim of the project is to build on and exchange knowledge so as to develop members’ capabilities to ensure provision of Indigenous demand-responsive education and training whilst operating within new commonwealth governance arrangements including Indigenous Coordination Centres, Shared Responsibility Agreements, and with regard to changes to the Community Development Employment Program, Remote Area Exemptions and the Job Network.

This Community of Practice brings together providers delivering aged care, disabilities and child care certificates at level III and IV. The group has met over the last 12 months as participants in a PETP Innovation project focused on meeting the needs of older workers. This action-research style project, convened by the CS&H ITB and facilitated by WLI, has been funded through the Office of Training & Tertiary Education (OTTE) within the Department of Education and Training (DET) in Victoria. The provider group has found the project invaluable for professional development, the exchange of ideas and experience and as a networking opportunity. The group has elected to continue seeking the following outcomes: A forum for professional exchange and expert input to counteract the isolation of providers Moderation and assessment development for carers working in home-based environments Effective and inclusive methods for success with equity group learners

The proposed Community of Practice creates an opportunity for Aboriginal people to learn from each other and experts about how to improve learning outcomes for Aboriginal students in Vocational Education and Training. Through this Community of Practice the intended outcomes will include: 1. Sharing knowledge and understanding of practice for Indigenous people working in TAFE NSW Hunter Institute, Aboriginal Education and Training Directorate, Business, Arts and Information Technology Curriculum Centre and the School of Aboriginal Studies at the University of Newcastle. 2. Sharing an interest in implementing the National Training System including: quality, practice, AQTF, training packages and quality and consistency in culturally appropriate teaching, learning and assessment. 3. Improving learning outcomes for Aboriginal students. 4. Addressing pertinent recommendations from the New South Wales Review of Aboriginal Education: Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray: Freeing the Spirit: Dreaming an Equal Future. 5. Increasing participants’ application of new educational technologies as part of their approaches to teaching and learning. 6. Fostering innovation and quality in VET. 7. Improving productivity. 8. Establishing strategic partnerships with TAFE NSW Hunter Institute, Aboriginal Education and Training Directorate, Business, Arts and Information Technology Curriculum Centre and the University of Newcastle for implementation of the National Training System and building sustainable inter-cultural relationships based upon equity and mutual learning/respect. 9. Developing professional relationships with other participants. 10. Honouring Indigenous ways of knowing and learning.

By bringing together key stakeholders in the WA media industry it is anticipated that this project will achieve: -Increase industry understanding and awareness of the VET sector -Provide training providers with access to an industry driven network -Provide the option for industry based organisations to work toward innovative learning and development solutions to industry specific issues such as increasing casualisation, increasing gaps in knowledge between younger and often more technically able workers with older more experienced workers -Provide the opportunity for industry training champions (ABC) to model and promote VET -Provide the opportunity for industry representatives to explore traineeship options within this sector

-To provide flexible, innovative and creative approaches in the provision of training to meet the needs of the Fashion, Textiles and Apparel sector. -To nurture development of the collective knowledge and skills of a growing network of individuals and organisations. -To build a community that can respond to the challenges of rapid globalisation and advances in technology.

This Community of Practice will focus on professional judgement in teaching, learning and assessment in VTE. By examining practice, building and exchanging knowledge, we intend to raise the professional competence and confidence of: (a) (individuals) trainers and assessors; and (b) (organisational) managers who have a responsibility for ensuring compliance against the AQTF standards. Student outcomes will improve, trainers and assessors will be more confident in their judgements, there will be increased use of RPL and member RTO’s will reduce risk across the AQTF standards and improve their business strategy. Members will build strategic regional links to respond to new VTE priorities.

TAFE Tasmania is experiencing significant change in the student profile mainly due to the impact of skill shortages and the introduction of the new Welfare to Work legislation. The key focus of this Community of Practice (CoP) is to focus on developing a decentralised model of supporting students to reach their potential through a student selection process that enables staff to: •ensure that students are counselled into appropriate courses and vocations •identify upfront appropriate learning support ensuring the greatest chance of success. •apply fair, valid, flexible, reliable, merit-based selection processes By placing greater emphasis on sharing and developing best practice, students, staff, industry, and TAFE will have much-improved outcomes.

•Development of a new cohort of community of practice participants at an operational level within the ERTOF and TAFE participant organisations •A wider understanding within ERTOF members and their staff of the potential for the NTF and AQTF to underpin workforce development not just training •TAFE staff will gain a first hand opportunity to work with leading enterprise RTOs, gaining an understanding of their drivers for engagement with the NTF •A best practice model for use of the NTF and AQTF in wide workforce development issues could be developed and potentially piloted

This project will develop a community of practice (CoP) for trainers working in remote communities utilising the technology that clients are being trained on and for. This network will focus on quality practice and complying with the AQTF Standards for RTOs. It is envisaged that this CoP will deliver significant benefit to the trainers, to Learning Network Queensland, and to the communities where the Information Technology Very Remote (ITVR) program is being delivered in Longreach, Normanton, Weipa, Hughenden and Cunnamulla with trainers also traveling to outreach locations up to 300 kilometers outside of these centres.

The project’s main achievement is to create real entry level VET opportunities for disadvantaged, high need young people at risk through quality, fun and creative learning, partnerships and youth enterprise initiatives – eg land care skills pathways for Aboriginal young men in Far West NSW, hospitality skills for 15-19 in SW Sydney, clothing design and manufacturing for 15-17 yo young women in NSW North Coast, traditional artefacts production in Brewarrina etc. Our RTF project will develop six Regional LINKS Communities of practice throughout NSW from the Links to Learning Community Grants Program network, consolidating preliminary RTF 2004 efforts which engaged the larger network in focussing on quality practices and the AQTF. Regional LINKS Communities of practice will be established to develop members’ capabilities to successfully engage and partner with VTE stakeholders to achieve national training system -related outcomes for educationally disadvantaged young at risk in high need areas of the State including Aboriginal young people in isolated rural areas. LINKS Communities will plan and capture innovative models and creative strategies for collaborative learning pathways for young participants in Links to Learning community based projects, ie 15-24 yo early school leavers. Each of our LINKS Communities will work with a regional leader (established in 2004) to implement creative strategies to address specific regional needs, interests and issues through collaborative opportunities. Each regional LINKS Community will develop partnerships with “youth friendly” RTOs and other strategic local relationships to implement, evaluate and document learning pathway models that involve: - the delivery of training package competencies - the delivery of entry level VTE qualifications - preparatory AQF qualifications - the development of resources and learning strategies to support transition for young people at risk to VTE pathways. We aim to enhance practitioner capability to achieve collaborative and sustainable outcomes when implementing the NTF for their equity target group within their local community!

• This project has the potential to contribute to the sustainability of the QIRTOA group of Queensland-based Indigenous RTOs, which plans to continue the quarterly series of roundtables as was implemented some 18 months ago. The group will consider formalising the structure of the group and collaborate on issues such as professional development, AQTF compliance, continuous improvement and flexible communication and learning strategies and methodologies.

The project will promote and enhance pathways and delivery in the ELECTRICAL AND ELECTRONIC ENGINEERING AND TECHNOLOGY Training Package. Focus on: •Development of a dual award (pathway from TAFE Diploma to degree) between BNIT* and QUT^ in Renewable Energy/Environmental Sciences for implementation in 2008 (process must be completed by March 2007 for 2008 release). •Sharing of knowledge and resources across BNIT, QUT and school science programs to enhance delivery of Diploma of Renewable Energy by BNIT. •Establishing and promoting VET pathways in Renewable Energy by BNIT to school sector. •Identifying overlap in school science curricula and Renewable Energy Diploma, and possibilities for BNIT to deliver Certificate II/III to high school students. •Provision of Professional Development by BNIT to school science teachers. *Brisbane North Institute of TAFE ^Queensland University of Technology

There are three intended outcomes for this project: 1.To form a Community of Practice based on ‘self-auditing’, which will act as a mechanism to deepen VET practitioner understanding of AQTF requirements, develop standards for practice and facilitate the transferring of knowledge. This Community of Practice will also offer a framework for continuous improvement through the development and exchange of knowledge about the AQTF and audit processes. 2.To develop twelve AQTF ‘Champions’ (one from each School that offers VET at RMIT) 3.To implement an AQTF self-audit tool to assist teachers to routinely audit and continuously improve program quality.

To formalise a Creative Industry education and training Community of Practice in the Darling Downs region. It is envisaged that it will encompass the Compulsory and Post-compulsory education sectors and Industry in order to encourage open dialogue between regional Training and Education Providers and the Creative Industries. The domain of the Community of Practice would be Creative Industry Training for the Region. and focus on: • Exploring possibilities for the extension and implementation of the range of, and pathways through, Creative Industries VET training within the region, • Identification and implementation of delivery of Creative Industries Training and education through new technologies and innovative partnerships, and • ensuring consistent and quality practice in the delivery of Creative Industries Training and Education which meets the needs of industry in the Darling Downs region.

The project will orientate an existing group of Assessors across the state in SA in targeted Validation focused COP. This COP will enhance knowledge gaps of the NTIS across Assessment and Validation, as well as compliment the new TAA04 qualification in current skills and evidence. This COP would provide numerous opportunities and mechanisms to engage with Validation and AQTF standards 7,8 & 9. Assessment tools and outcomes will be moderated and validated producing a large case study resource as a future reference document.

COP for delivery of common core competencies This COP will specifically address the development of skills required for the delivery of common elements of the core competencies of training packages across all Vocational Training Area’s, the identification of industry contextualization requirements and the integration of employability skills within competencies. Outcomes will ensure delivery of competencies compliant with AQTF and employability skills requirements. The COP targets three groups involved in the delivery of VET training: oTeachers, including casuals, involved in delivering common core competencies across Training Packages oAdministrative staff involved in the enrolment and support of students oFaculty heads and administrators involved in developing common systems for shared delivery across faculties

Utilising a Community of Practice methodology, the group will establish a strong network of equity and teaching staff across the TAFE Division who are engaged in program planning and the delivery of training to unemployed mature aged learners and parents returning to work. The COP will build practice knowledge and strategies in customising training package competencies to: meet industry skills shortages, provide pathway support, build individual employability skills and increase capacity across the Division in providing appropriate teaching, learning and assessment strategies to the mature aged learner’s equity group. The group will build a trusting, collegiate network of practitioners who will share and further develop their practice and act as resource people, advocates and educators and introduce new ways of working within their respective teaching departments.

This Community of Practice will focus on how coaching can be used as a framework for the development of innovation and creativity in Teaching and Learning practices within the National Training Framework; and the extent to which coaching strategies are currently being used amongst VET Practitioners. The intended outcomes are: 1.Investigating the use of coaching in other RTOs and industry, as a tool for developing innovation in Teaching and Learning, problem solving and upskilling practitioners 2.Forging of informal partnerships in the wider VET sector (private RTOs as well as TAFE RTOs) who use coaching as a tool, to collaborate and share coaching strategies 3.Forging of informal partnerships between NSI Business Lines and Industry to find innovative ways of delivery, incorporating client - based needs, using coaching as tool to find solutions to issues and formulate action plans 4.Establishing a core group of coaches within NSI who can train, demonstrate and promote to NSI staff, coaching as tool that will encourage VET practitioners to use their professional judgement and creativity to make changes re their Teaching and Learning capabilities within the National Training Framework 5.Develop a strategic and customised NSI approach to using coaching as a commonly used tool by VET practitioners

A set of guidelines, in written, audio and visual form, supporting the delivery of inclusive and culturally appropriate learning and assessment pathways for the forthcoming revised Health Training Package Aboriginal Health Work units of competence and consequent qualifications will be developed. The guidelines will be immediately specific to Indigenous health service delivery in NSW but should have applications to other jurisdictions. The guidelines will be developed by a Community of Practice (CoP) made up of Aboriginal Health Work practitioners and teachers. The project will specifically address Objectives 2 & 4 of Shaping Our Future (ANTA, 2003) as the CoP will facilitate the design of culturally appropriate Learning and Assessment pathways & products to help provide indigenous Australians with the skills required for viable jobs as Aboriginal Health Workers. The CoP will link Aboriginal Health workers with non-indigenous VET practitioners familiar with the National Training Framework who will mentor their indigenous colleagues in regard to the issues relating to the production of learning and assessment pathways and be mentored by their indigenous colleagues regarding the maintenance of cultural safety in those pathways.

CAVN – State-wide Community of Practice The project aims to build on the networking nucleus created in SWSI’s 2005 Reframing program. The new program will refine and extend the Construction Assessment Validation Network (CAVN) to include new members from around the state with the aim of creating a state-wide CoP. Members will play an active role in the development and validation of assessment tools/ instruments for recently introduced, and existing, Training Packages. Developed materials will be posted to the CAVN website for all TAFE NSW full-time and part-time teachers to access. The long-term aim is to link with other communities and to expand interstate in coming years.

Establish a community of practice that will work in collaboration with relevant industry parties to enhance Aeroskills education provision on a National basis. Project will move an existing Aeroskills community of practice from the “Coalescing stage” into the “Active stage” (Mitchell & Wood, 2001;6) enhancing members’ capabilities to build relationships and exchange knowledge. The existing community of practice has as its members representatives from; all NTIS registered private and public RTO’s in Australia delivering Aeroskills training, Aeroskills Industry, Armed Services, the Industry Regulator and the Manufacturing Skills Council. The Project is a joint enterprise that will allow the community of practice to develop into a unifying communication medium and play a key role in expanding and reinforcing current collaborative arrangements between the RTO’s, supporting the implementation of the national training system. The project will create and disseminate tacit knowledge regarding the realignment of Australia’s Aeroskills regulations, allowing the participating RTO’s to develop a better understanding and shared repertoire of the proposed changes and prepare them to positively respond to any challenges once the changes are introduced.

As a result of the management review at Sydney Institute in 2004/5 was the establishment of Chief Education Officer (CEO) and Senior Education Officer (SEO) educational leadership positions in colleges and Institute functional units in Business, Planning and Performance, and Learning and Innovation. The management of this complex change process has led to the diagnosis of the need for strategic capacity building and knowledge management across this key group of stakeholders. The imperative to ensure sustainability of core business and our ability to respond to emerging trends across the VTE sector has lead to the formation of a Community of Practice of CEO’s and SEO’s from both colleges and Institutes. The outcomes of this group as part of a Community of Practice will be: -Building of relationships across Sydney Institute to enhance innovation, organisational learning and knowledge management -Promotion of peer to peer learning -Building of staff capability and capacity through development initiatives in responding to the needs of the national training system through: - quality practices and the AQTF - the implementation of existing and forthcoming training packages - the quality and consistency of delivery and assessment -Support a continuous communications feedback process at middle management level providing a consistent approach in delivering and supporting across Institute initiatives and business priorities -Responding to emerging customer needs -Upward communications to Board of Management in policy and process improvement -Support succession and leadership planning for community members

The working title of the project; ‘Broadening frames of reference to improve practice’ captures the intended outcome. The proposed Community of Practice will bring together TAFE SA Community Services and Health (CS&H) VET practitioners with individuals and organizations with expertise in Human Resource Management/ Organisational Development and Workforce Development (HR/ OD/ WD) to build a community, and explore new ways of working and changing practice. It is intended that the COP will include strategic and operational managers, and delivery and assessment staff from TAFE SA and HR/ OD/ WD professionals from private Training Consultancies and Community Services and Health enterprises, DFEEST Workforce Development Directorate, the state Industry Skills Board, and the national Industry Skills Council. This project will allow participants time to reflect on current practices, explore HR/ OD/ WD principles and tools and consider new ways of working to extend capability to meet contemporary industry and enterprise requirements. Both Training Packages covered by this program are either currently in review, or will soon be reviewed. The Health Training Package review is currently in the Draft 2 validation phase and the Community Services Training Package review project has begun gathering information to inform the scoping phase. This COP will provide an opportunity for consideration of new and innovative ways of implementing both of these Training Packages as reviewed versions are endorsed. In summary this project will: •Develop a Community of Practice amongst TAFE SA Community Services & Health Program staff and HR/ OD/ WD professionals from a broad range of environments. •Allow members to reflect on current practice, explore HR/OD/WD principles and tools, consider and plan to trial new ways of working to meet contemporary VET workforce needs in the Community Services and Health industries.

Within Victoria University, the proposed Community of Practice for Logistics and Supply Chain Management will: •Develop capacity and capability to respond to the needs of industry •Give Community of Practice members an identity and profile, an opportunity to establish relationships, exchange knowledge and reflect on practice •Facilitate the development of multi-sector, multi-disciplinary learning framework •Formulate an educative approach to marketing logistics education and careers •Devise innovative learning strategies to address the diverse needs of the sector. State and Federal governments, and businesses have identified development of workforce capabilities in Logistics and Supply Chain Management as a critical economic issue.