The proposed project targets two interrelated structural and cultural changes needed to support a responsive national training system.

This project will enable VTE organisations to determine appropriate organisational structures, cultures and strategies in order to underpin continuous improvement in their teaching, learning and assessment practices.

We intend to develop a strategic management plan for the next 3 years. Karrayili Adult Education Centre is an independent Aboriginal Adult Education Centre which has been operating for over 20 years.

The project will develop a deeper understanding of the strategies involved in the creative use of training packages to designi and develop new multi-disciplinary training products across existing business units (schools and their programs) to meet complex emerging employment demands of the creative industries. The project will extend the strategic management capacities and break down the boundaries of three schools and their programs in the Design and Social Context (DSC) portfolio at RMIT. Additional outcomes will be: 1.New sustainable networks within the DSC portfolio and across RMIT University. 2.Enhanced capacities amongst participants for collaborative and innovative practice across discipline boundaries. 3.Capacities to design collaborative workspaces, work flexibly and collaboratively within them, to reflect on the experience and problem-solve team processes.

To pilot a best practice model with secondary school and TAFE college staff working as colleagues focussing on the delivery of design competencies integrated into senior school curriculum and in creating seamless VET student pathways from school to Tafe.

This project will be the basis for taking the AETU to a higher level of performance in servicing the needs of approximately 3000 ATSI students annually enrolled in NEI (15% of total) across 11 campuses as well as in: •Managing the implementation of the DET Aboriginal Education Review •Identifying ways of reducing the gaps in education performance between Aboriginal and non-Aboriginal students •Focusing on long term planning to improve the capabilities of ATSI communities •Increasing the uptake of apprenticeships/traineeships by Aboriginal students •Developing Aboriginal cultural awareness programs for NEI staff and the wider community

This project will develop models and organisational readiness to harness capability to deliver education and training services to rural and remote areas in South Australia where thin markets currently limit the services available.

Mapping the identified workforce needs of UMHCS, including Learning Services' as the RTO, and the regional population, against the Australian Qualifications Framework, provides a platform for planning the future workforce capability of the region. Qualifications from the Business Services, Community Services and Health Training Packages are currently on the scope of Learning Services and are being delivered as the first phase of a change management strategy for the whole organisation.

A new corporate governance structure that promotes fairness, transparency and accountability is in the process of being implemented within the Victoria Police Education Department. Portfolio teams have been established to provide leadership and set strategic direction by operating holistically within a defined set of governance principles, processes and values. The Senior Management Team, with support of the portfolio members, will ensure a more integrated and cohesive implementation of strategies across all divisions. This project focuses on equipping these level managers with the appropriate skill sets in order to effectively participate in the strategic leadership of a training system which is industry-led, demand-driven, outcomes- and client-focussed.

CDU has reached a time of organisational maturity, where the integration of disparate organisations has been successfully completed.

This strategic change project will enhance CDU teaching and support staff’s capacity to implement an innovative and outcomes based approach to VET delivery and management. The challenges include; •Working across different industry groups •Professional and physical isolation as staff are based across 7 regional centres, some focus on remote delivery •understanding and responding to the introduction of AQTF 2007, user-choice funding and increasing industry focus without a strong external networks. •Changing needs of client groups with the increasing predominance of students who have limited English spoken and written literacy and the changing profile of Indigenous students