The research that will be accessed and analyzed to reflect practical implementation and evaluation will be based on “improving the capacity of the VET practitioner” There are several reports/research that have just been released or are about to be released by NCVER and DEST, WA Department of Education and Training and the Work already done by Reframing the Future will provide the foundation for the project. At the end of this project participants will: • Applying Information and Research to move their organisations forward, • Connect practitioner’s current and future practice with theoretical and research frameworks and provide valid and reliable feedback on the usefulness of VET research. • Promote sharing of knowledge, passion about VET and a culture of continuous improvement • Promote leading-edge insights about VET customer, industry and client needs and expectations and guide the practical application, and • embed knowledge management theory and processes in VET practice, to enhance utilisation of the information and research on improving the capacity of the VET practitioner

• Investigate current research and resources available within the VET system to integrate Language, Literacy and Numeracy in the delivery of IT courses (i.e. ICA05) and IT units within other training packages (e.g. IT units in Business Services Training Package) • Increase staff recognition of the role of LLN in delivering effective IT training to students with low LLN skills and those who have English as a second language • Connect staff with best practice models for incorporating LLN strategies within VET delivery. Create a knowledge bank of information to assist tutors in developing and adjusting their delivery to meet the different LLN needs of their students.

This project will apply research and information to build capacity of CDU VET staff to embed employability skills in their delivery and assessment. The outcomes will include: -Development of an implementation strategy and processes to support staff to embed employability skills into delivery and assessment -Development/Adaptation of implementation tool/s to support staff to embed employability skills into delivery and assessment

This project will improve formal and informal skills recognition processes for students at Chisholm. Guided by national, state and internal research, the focus of the project is on developing and implementing a shared understanding for staff of the range of opportunities for negotiating delivery and assessment based on prior learning. This will lead to revised and streamlined procedures and record keeping for teachers, support staff and students when providing skills recognition services. The project will aim to embed skills recognition as a part of career counselling, course application, enrolment and delivery and assessment protocols.

This project enables ICT VET practitioners to access and apply research on ICT skills demands, skills shortages and increase the use of the VET IT&T Training Packages (ICA99/05 and ICT02) to meet future skill and employment needs. It will identify, collate, organize and disseminate information from industry, government (state and federal) and the public domain. Participants will be from a cross section of industry, enterprises, public and private RTOs working in partnership to explore relevant data on industry skills sets and the relevancy to IT&T training packages. The aim is to evaluate the usefulness of VET in the ICT industry dominated by Industry certification, Vendor products and University qualifications. It includes the opportunity to evaluate VET training, articulation options and Recognition of Current Competencies (a key element of AQTF) as part of workplace professional development.

This project aims to investigate a wide range of current research and professional development materials dealing with the integration of language, literacy and numeracy in VET delivery. The outcome would be a set of guidelines supported by practical examples, which would: •assist teachers in interpreting the communication requirements of training packages •recommend non-discriminatory processes for diagnosing students’ language, literacy and numeracy needs •provide clear guidance about teaching, learning and assessment processes which appropriately support the LLN needs of students •guide the development of learning and assessment resources which are accessible, and which match (rather than exceed) competency specifications.

The project will collect and apply existing research information to develop a best practice model for maximising learner engagement and outcomes across the organisation. Learners within NTPFES encompass a wide spectrum of needs and qualifications from Aboriginal and Torres Strait Island Community Police Officers in remote locations, to General Duties Police on shift work, to public servants and to Top Level Executives. The project will focus on the various groups of learners and in particular overcoming barriers for remote learners in accessing and embracing learning.

In 2005 Service Skills SA headed a project with TAFESA delivering an innovative training methodology called Industry SMART (Streamlined Measured Accredited Responsive Training) in response to the opening of the International Airport in Adelaide. The SMART training provided the skills sets (based upon national competency standards) needed to meet industry and enterprise needs in an efficient timeframe and within a quality framework. As a platform for an industry focused skills set methodology, Industry SMART has been identified as an opportunity to research national best practice models that support workforce development, skills recognition and skill gap training across all industry sectors. The methodology will also need to take into account RCC/RPL and local industry needs. Service Skills SA and TAFESA will use the research to develop Industry SMART as a skills recognition and training model that can be used across all state program areas and locations. The proposed outcome of this project will be to apply an upgraded Industry Smart methodology (improved by research and national benchmarking) to a least one other industry sector that TAFESA delivers to. Preliminary discussions have occurred with the hardware or funeral services industries. This will prove the model and allow further progressive rollout.

The purpose of this project is to inform on the learning needs of disengaged youth (15 – 24 yo) in VTE, as evidenced in national, state and intestate research, in order to better meet their needs and facilitate their access to VTE in ACE. This particular learner group has been specified in the ministerial statement for ACE, and is supported by a state-wide Youth strategy. One of the key goals of this project is to facilitate seamless pathways between VTE, schools, and ACE. Building on the effective model of project development and execution for the Reframing the Future 2005 Applying Information and Research, we have identified a need to focus on ‘Youth’ as a learner group in a ‘researching the research’ capacity as well as linking this into a more strategic approach by creating networks of youth practitioners whose main focus is to regionally collaborate, discuss and engage in best practice methodology and pedagogy in relation to teaching and learning. At present, the way the stakeholders work together is on a network/program sharing level with some partnerships working to undertake particular programs. Little time, energy or strategic implementation has been put into place to allow for on-the-ground practitioners to research, discuss and collaborate on how they should be working to re-engage young people into the education system. This will give each sector an opportunity to identify what is unique about each of the learning environments and give them opportunities to share their strengths. This project aims to facilitate a level of information sharing at the teacher as researcher level and will provide all major stakeholders with a printable, electronic, annotated bibliography as well as some digital stories (contextualised case studies) with the focus clearly on the practitioner and their interaction with the research findings. We envisage that the resources will give organisations accessible and useable entry into the research around the specific needs and expectations of youth, and will facilitate pathways for VTE in ACE.

Evaluation of Professional development and training for VET staff The Victorian TAFE Staff Development Network (VTSDN) has a membership consisting of people working in areas of Professional Development and in related Human Resources positions. It meets every 6 to 8 weeks to share ideas, information and network. Increasingly we are being asked to evaluate professional development initiatives within our TAFE institutes. This project would involve up to 18 members of the Network. There is an increasing amount of research being undertaken into the effectiveness of training both for individuals and organisations. While Kirkpatrick’s work (stages 1 to 4) gives us a guide as to how we could go about it, we need more knowledge of what works and what doesn’t in organisations which have attributes and characteristics simular to ours, including other TAFEs. We also need to understand the measures and indicators that may be used to determine the effectiveness of professional development The project aims to provide participants with knowledge of key research on evaluation, and models and tools which may be customised for use in our participants’ TAFE institutes. If we can make professional development more effective and we can identify what makes it effective we will have made our institutes more effective and responsive to our clients, including students, enterprises and the community.

The project will enable interaction with, and practical application of research in the area of knowledge management theory and processes by a diverse established team of VTE practitioners in the Hunter to: • Inform the design and adoption of an information sharing model around flexible methods of delivery • Engage in professional conversations about knowledge management • Foster debate, networks and sharing of a wide range of experiences, skills and knowledge • Identify a preferred set of criteria for model for knowledge sharing around flexible learning practices • Enable informed judgments by VTE practitioners in their own teaching and learning practice. This model will provide an accessible method of sharing current data, experiences and knowledge to improve practice in flexible delivery.

TAFE NSW, New Manufacturing - Capacity Development Strategy This project will develop and implement a Capacity Development Strategy to strengthen the capacity of TAFE staff, Institutes and the organisation to anticipate and respond to the changing skill needs of the manufacturing and engineering (M&E) industry in NSW. This will be achieved by: 1.Working with staff to develop a Capacity Development (CD) model that can be used as a long-term strategy for building TAFE capacity to provide responsive and innovative M&E service delivery and form relationships with industry through partnerships and networks. 2.Developing Capacity Development Indicators that can show measured progress in enhancing the capabilities of individual teachers and subsequently the capacity of Institutes and TAFE NSW as an organisation. 3.Applying the CD model, initially to targeted Institutes, which supports TAFE NSW M&E personnel to take on new roles such as client liaison, workplace training, training brokerage and developing meaningful partnerships with industry.

This project will identify recent VET research and literature related to demographic changes with a particular focus on older/mature workers. Originally formed as a Community of Practice in 2005, the group has already shared experiences and developed a common sense of purpose. Comprising key program and curriculum leaders in states and territories of Australia they can influence government decision makers and employers as well as the review and implementation of Training Packages while providing strategic directions for their programs and recommending professional development for TAFE Health and Community Services TAFE staff throughout Australia. The shrinking workforce and growing skill shortages over the next 15 – 20 years impacted by an ageing population will place new pressures on the training sector. TAFE as the public provider needs to be ready with strategies and a fresh approach to the learning needs of mature aged worker.

The outcomes to be achieved in this project are: 1.Improve the research skills of the VET practitioners taking part in the project through applying workbased learning strategies. 2.Draw together the collective knowledge of the VET practitioners participating in this project to improve Challenger TAFE’s RPL processes. 3.Develop an educational leadership group within Challenger TAFE who will both promote RPL and become RPL specialist assessors. 4.The development of a best practice model/s that can be used across TAFEWA to improve the uptake of RPL by increasing the understanding of the process by enterprises, individuals and training providers.

Employability Skills. The aims of the project are to: oInvestigate current research and resources from within the Australian VET system and elsewhere (ACCI/BCA and overseas) relating to the integration of Employability Skills into UB TAFE teaching, learning and assessment oConnect VET teachers to relevant research findings using appropriate knowledge management processes via a significant professional development project currently underway oReview/evaluate the application of appropriate Employability Skills research and resources directly to teaching practice oIntegrate this knowledge with that of a concurrent Language, Literacy & Numeracy (LL&N) professional development project

To apply recent research into Victorian Indigenous Learning Pathways programs to assist the VET sector to develop and administer Indigenous training packages, specifically in the arts, culture, sports and recreation industries. Verve will provide a means for RTO’s to network with Indigenous Community and industry groups to provide appropriate training and skills development within a culturally appropriate framework. Verve intends to open up discussion to encourage shared resources and mutually beneficial outcomes for Indigenous participants, members of the VET sector and relevant industry groups.

Building on research activities during 2005 which revealed: • Widespread debate regarding generic and employability skills at all levels of the VET sector • Ministerial Statements have been, and continue to, support the underlying importance of “generic skills” • The VET sector as a whole, acknowledges the value of Generic Skills, as seen by the incorporation into the Training Package Development Handbook Part 2 – Endorsed Components, of: - Chapter 5 – Incorporating Employability Skills The project team will: ? Produce a guide for teachers to support the integration and development of employability learning and assessment activities. ? Develop a template for students to record self-reflections in a format that can be compiled, verified and presented in a manner suitable for use in the students’ quest for employment or further education. ? Provide support, and development opportunities, for staff. ? Involve all stakeholders in the on-going reflection, evaluation, review and up-grade of the program.

This project on applying information and research will enhance ACE providers’ capability and responsiveness in providing services which support their clients’ current and emerging workforce development requirements. The key question the project team will address is this: What implication does COAG’s national reform agenda have for professional practice and workforce development in the Adult and Community Education sector in NSW and for the workforce development of clients of community colleges? In the project, qualitative and quantitative research data and information on the issue of national VET reform will be sourced and interrogated, with a view to answering the above and related questions. Key documents from COAG and IPART and other states and sources such as NCVER will actively inform the participants.

This project aims to use an action learning approach to achieve key organisational objectives by making the best use of existing knowledge through researching, acquiring, creating and sharing knowledge about RPL processes for the key target group of mature aged workers in the Community Services area. The outcomes of the project will be: o new RPL processes, policies and tools that are accessible and appropriate for the target group of mature aged workers, many of whom will be from a culturally diverse background o improved knowledge management practices about RPL at CAE in order to meet the needs of assessors and AQTF requirements.

This project will: oBring together personnel from Victorian ACE Coalition, VACEC, a consortium of key ACE organisations across Victoria oEngage in a workbased learning team process in order to bring individuals together to create and share knowledge through face-to-face discussions, lunches and web based forums oReflect on and refine existing models of RPL, including current processes within VACEC organisations, in order to meet a range of stakeholder outcomes including: the compliance needs of AQTF; quality outcomes for clients and RTOs; and government priorities to improve skills recognition oDevelop a set of customised, flexible RPL processes and tools to be used in a range of contexts

This project will engage with, contextualise and apply research, information and practice to inform how the School of Creative Arts and Humanities and partnering organizations will engage with remote and regional youth to ensure that educational design for learning and assessment is culturally appropriate, engages youth and addresses the challenges of geographical remoteness.

Work with a group of practitioners from across the VET sector in Queensland to interrogate existing research and develop an Employability Skills Implementation Framework which identifies: •Employability Skills implementation requirements in relation to delivery, assessment and reporting; •staff capability building activity to achieve the required outcomes; •stakeholders and their needs; •enabling resources.

To develop a model that can be used to identify and address skill gaps in the Business/Industry Sector in communities. Also through the project and addressing skill sets provides the opportunity for individuals to develop qualification pathways (through statements of attainment) that will support their career pathway.

This project aims to apply current research and information related to employability skills to support the professional development of TAFE Tasmania staff and improve implementation for our clients. The project will: •Assist TAFE Tasmania staff to develop delivery strategies that enhance employability skills in students •Embed assessment of Employability Skills as part of assessment practices and resources adopted by TAFE Tasmania delivery teams. •Develop resources to support best practice in reporting employability skills to students and Enterprise clients.

The 2 -Way Literacy and VET course delivery will offer the chance for a team of 1 VET delivering a training package in trades, and one L/N lecturer, to learn about and deliver using a new approach to embedding L/N to low skilled, Aboriginal students. The L/N support will be applied using the new methodology of the Bi-dialectical research done on Aboriginal English verses Standard Australian English, combined with the CAVSS model to embed L/N into the VET course delivery. This method offers English as a Second Language type delivery opposed to general education in L/N. If successful the College will strive to use and improve this method to embed L/N in VET delivery.

This projects aims to facilitate the development of a culture of VET enquiry with the Design and Social Context Portfolio within RMIT University. It is anticipated that there will be a shift in the mindsets of participants that moves them from “teachers” to become VET practitioners. This project acknowledges that great changes have occurred in the working lives of VET teachers, especially with regards to work responsibilities and relationships with industry and colleagues. Facilitated workshops will support teachers to develop, employ and gain confidence in the use of critical analysis skills to inform their practice. It is hoped that participants will become knowledge champions who actively seek out and engage with contemporary VET knowledge in order to best respond to current and future demands within the VET sector.

The Institute has recently established a Skills Recognition Centre which it aims to continually improve. Project Outcomes: •Continued development of a transferable Skills Recognition (i.e. RPL, RCC etc) model which is seamless and integrated within a flexible and responsive training model to optimise Skills Formation •Improved marketing and promotion of Skills Recognition •Improved AQTF 2007 compliant Skills Recognition policies, procedures, tools and fees and charges structures for a multi-campus regional institute context •Value adding to ‘best Skills Recognition practices’ and improved ongoing networks •Skills Recognition models for Australian Apprenticeships, particularly in skills shortage areas and upfront Skills Recognition promoted in government policies •Improved staff Skills Recognition and workplace learning knowledge and skills •Improvements to the Reframing the Future research models

This project will review research into the nature of small (especially home based) businesses on the Sunshine Coast focussing on their training needs, and the Institute’s capabilities for meeting these needs. It will develop a model for engaging this market in training. It will consider: •Existing market research and skill requirements data for micro and small businesses •Client base demographic research •Local and regional business trends •Responsiveness of the Institute to small business needs

•An educational leadership group within VET to explore and examine benefits and implications of AQTF 2007 •Bringing together research evidence and practitioner knowledge will give us the best platform to transform teaching and learning cultures •The potential to move organisations forward, connect current and future practices with theoretical and research frameworks •Inputs from information and research enabling access to new ideas, insights, ways of working and innovation •Improved research skills of VET practitioners through applying workbased learning •Critical thinking in identifying gaps in existing research and question current practice •Connect, modify and apply information, research findings and good practice models to our particular needs

The project will: •Identify and analyse current research on engaging and retaining Gen Y (15 – 24 yr olds) in the VET sector •Examine best practice models already developed in the VET sector •Engage with key stakeholders to identify further ideas, practices and models •Produce an annotated bibliography •Host a professional development seminar for VET practitioners to present and discuss best practice guidelines •Create networks with organizations external to TAFE and strengthen networks within TAFE NSW

To increase the College’s ability to provide meaningful training opportunities for people with disabilities it is essential that practitioners have the knowledge, practical skills and strategies to create and implement flexible and innovative competency based training and assessment across a number of industry areas. The anticipated outcomes of this project therefore are: •Identification of good practice to support Central West TAFE’s training activities; •Identification of staff development needs •Development of 2008 Staff Development Plan •Development of teaching, learning and assessment strategies to support training delivery •Formal linkages with other registered training organisations, industry groups and employment agencies focused on supporting training needs of people with disabilities

Challenger TAFE values its workforce and seeks to attract, retain and retrain staff who perform at their best. This project will use research on capability building and the roles, knowledge and skills requirements of the VET professionals (practitioners and managers) to develop and implement a framework for professional development in the College. The framework will include strategies: -to work in collaborative arrangements such as VET in schools & industry -to develop networks, communities of practice & succession planning -for change management and leadership development -for targeted professional development for casual staff -for the development of advanced pedagogical skills

This project will involve a set of seminars and consequent action-learning activities that will immerse staff in new VET thinking. The central input topic is: •the new VET practitioner – changing climate, identity and expectations and the possible implications for our practice; more specifically, we will be looking for outcomes in relation to opedagogy for workplace learning, oproject management/administrative support, and omarketing, entrepreneurialism & building business .