The Honourable MJ. Foley, MLAMinister for Employment, Training

and Industrial RelationsfBN'§eane Qld 4000

Dear Minister

It gives me pleasure to present the Annual Report of the VocationalEducation, Training and Employment Commission for the year endingJune 30, 1992.

Yours sincerely

J. J. W. SIGANTOChairpersonVocational Education, Training and Employment Commission

CONTENTS

Message from the Chairperson

PART 1

Overview of the VETE system

PART 2

Report on operations - VETEC and its standing committeesVETECOrganisational structureState Planning and Development CouncilState Training CouncilAccreditation CouncilAboriginal and Torres Strait Islander Council on Vocational

Education, Training and Employment

PART 3

Report on operations - Office of VETEC and its divisionsDivision of Research and DevelopmentTraining Initiatives BranchPolicy and Research BranchDivision of Accreditation, Certification and RecognitionDivision of Planning and Resource AllocationSecretariat and Office Management UnitActs administeredResource allocation 1991-92Details of overseas visits and visitorsLocation of officesFinancial statements

PART 4

Report on the operations of the Queensland Employment,Vocational Education and Training Board and theTraining Executive

Report on operations of the QEVET BoardReport on operations of the Training Executive

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MESSAGE FROM THE CHAIRPERSON

Late last year, the Vocational Education, Training and Employment Commission(VETEC) and its three legislated standing committees, the State Training Council, theState Planning and Development Council and the Accreditation Council, were estab­lished and held their initial meetings. The Commission also established a new standingcommittee, the Aboriginal and Torres Strait Islander Council on Vocational Education,Training and Employment, which will hold its first meeting in August 1992.

I am pleased to have been chosen as Chairperson of this important body and amproud ofVETEC's achievements to date. My fellow members ofVETEC and members ofthe standing committees are to be congratulated on their outstanding efforts over thelast eight months. Special thanks must go also to Peter Henneken and his staff for theirdedication and assistance during this time.

I would be remiss if I did not also acknowledge the contribution made by Mr RoyWallace, and former QEVET Board members to the Queensland vocational education,training and employment (VETE) system in the period leading up to VETEC'sestablishment on October 28, 1991.

Establishing communication channels with the ~any stakeholders in the VETEsystem has been, and will continue to be of high priority.

As Chairperson, one of my major aims for the first half of 1992 has been to meet asmany stakeholders within the State's vocational education, training and employmentsystem as possible.

It is essential that the VETE system in Queensland meets the needs of industry.VETEC continues to strengthen its links with industry to ensure that the vocationaleducation, training and employment system in Queensland is industry-driven throughconsultation, input and advice to the Commission by all sectors.

We are committed to the challenge of raising the image ofvocational education andtraining in industry and the community. For too long vocational programs offered byboth TAFE colleges and private providers have been regarded as "second chance"courses in post-compulsory education. This is now changing as industry and thecommunity increasingly realise the quality of these courses which are being designed inconsultation with industry.

The speed with which change is occurring in the vocational education, training andemployment system is phenomenal. VETEC welcomes these challenges as they willprovide the means of improving upon the present system to make it more flexible andrelevant to industry's future skills requirements.

Ofparticular interest are the implications of the Carmichael report and the challengethis poses for VETEC in the coming year. The report proposes extensive changes whichwill have profound implications in a broad range of areas.

Queensland can therefore look forward to a new direction in vocational education,training and employment in 1992/93 and in future years.

J. J. W SIGANTOChairperson

What is the vocational education, training and employmentsystem?

The vocational education, training and employment system is about the deliveryofa wide range ofservices concerning education aimed directly atvocations, thetraining of people for specific occupations and jobs, and the provision ofemployment opportunities. It generally excludes school education, particularlycompulsory education, and higher education.

The VETE system has many components, the most important beingcustomers of the system. These include individuals who are seeking skillsdevelopment and employment assistance to help meet career aspirations, indi­viduals who are seeking knowledge and skills to pursue personal developmentand leisure activities, and private and public enterprises which are seeking askilled workforce to achieve return on investment through high levels ofproductivity, and competitiveness in the market.

There are many other stakeholders in the VETE system including govern­ments which want a highly skilled and adaptable workforce which is highlyemployable and hence self-supporting in the community, social and employ­ment development opportunities for disadvantaged groups, and economicdevelopment through innovative and profitable companies run by highlycompetent managers.

The providers ofservices and their staffare also important stakeholders. Theyare seeking attainment of their objectives whether it be an adequate return oninvestment or achievement of social and economic goals. There is a widediversity of providers ofVETE services. The largest single provider is the publicTAFE-TEQ (TAFE, Training and Employment, Queensland) system. However,it delivers only about half of the services. Other m~or providers include privateand public enterprises which educate and train their own staff, private providerswho deliver services to individuals and enterprises, community providers whodeliver services to individuals and enterprises, and community providers whodeliver services - often to the disadvantaged and on a non-profit basis.

Components of the system

The vocational education, training and employment system in Australia is insome senses an integrated one. Each State and Territory is responsible for its ownsystem, but there is considerable collaboration and co-ordination between theStates, Territories and Commonwealth so that there is, to a large and increasingextent, a national system. However, the linkage between employment andvocational education and training is not as formalised in some other parts ofAustralia as it is in Queensland.

For many years there has been collaboration between public sector providersin the design and development of vocational education programs. This hasaccelerated over the past ten years as a result of industry reform and associatedaward restructuring. Award restructuring has been aimed at improving produc­tivity through development of a more skilled and flexible workforce whereoccupational boundaries are removed or blurred, and where employees areencouraged to gain additional skills.

These reforms have given rise to a need for more uniform approaches acrossAustralia so that the workforce can be more mobile as well as more skilled.Mobility has been increased by putting in place new competency standards. Onachievement of a specified set of competencies, an employee can be transferred

or seek transfer throughout the country. Employers can rely on certification tobe sure that a transferred or new employee has the necessary skills for aspecifiedjob. Be.cause standards have been set, it also is feasible for recognitionto be given to employees, irrespective of how they achieved the skills. Thismeans that employees can gain competencies on-thejob or in a private or publictraining establishment, and can gain recognition for those skills through thecertification process. Even if people are self-taught, they can still be tested andreceive recognition. From the beginning of 1992, skills obtained and certifiedin one State or Territory will be accepted by all others. A major element of thecertification process is the accreditation of vocational education and trainingprograms and the recognition of organisations which deliver them.

National standards have increased the focus of providers on the needs ofindividual and enterprise customers. They have increased involvement ofindustry in the design and development of programs. This, in turn, hasincreased the relevance of programs to customer needs.

of the public sector

To overcome the limitations ofa purely market approach and hence ensure long­term social and economic goals are achieved, it has been long-standing practice,in Australia and many other parts of the world, for government to provide, directto clients, a range ofVETE services. In Australia, public sector providers deliverabout half the total services. Public sector-funded services enable government toachieve objectives associated with long-term economic goals and to ensurereasonable and equitable access to VETE services by disadvantaged groups inthe community.

In Queensland, the public sector provision ofvocational education, trainingand employment services is largely represented by TAFE-TEQ which is a majorprogram area of the State's Department of Employment, Vocational Education,Training and Industrial Relations (DEVETIR). TAFE-TEQ provides theseservices through 32 TAFE and Senior colleges. Additional service points fortraining and employment services are provided in most provincial cities andsome smaller towns. The majority ofpublic sedor funding from both C()mm()ii~

wealth and State sources is expended through TAFETEQ The public sectorsystem enables government to achieve economic and social goals which relate tovocational education, training and employment.

Other public sector agencies such as the Commonwealth Department ofEmployment, Education and Training (DEET) also provide related services tothe same client groups - particularly labour market programs.

Role of enterprise providers

Over the past few years, there has been a marked increase in awareness on thepart of private and public enterprises that the development ofhuman resourcesthrough ongoing education and training is an important element in theacquisition and maintenance of business effectiveness and efficiency. Australiastill falls a long way behind other OECD nations in the quantity and quality oftraining which is managed and provided by employing organisations.

The training provided by enterprises will, of course, be aimed at meeting theneeds of the enterprises themselves and may not help employees to achieve theirlong-term goals.

Initiatives such as the Training Guarantee have raised awareness of the needfor enterprise-based training. There is growing evidence that the real benefits ofeducation and training are realised only when there is strong commitment fromwithin organisations to develop human resources as an integral part ofa strategyto bring about the cultural changes necessary to focus on customers and henceenhance the competitiveness and profitability of businesses.

Role of private providers

Private providers deliver to both enterprise and individual clients. Their rangeof services is largely determined by the knowledge of their staff, return oninvestment, and the services demanded by their clients. The type and level ofservice provided may not be tightly linked with labour market demand.

There is rich diversity of private providers of VETE services, ranging frommanagement consulting firms to formalised and accredited vocational educa­tion and training institutions. The size, effectiveness and capacity of thissegment of the market is not well understood because of a lack of data and thegenerally low profile of the many small organisations involved. It is anticipatedthat this component of the VETE system will grow in response to increaseddemands made by enterprises as a result of industry restructuring, the drivetowards quality, and demands of the internationalised market economy.

Role of community providers

There are several organisations which have been formed to assist variousdisadvantaged groups in the community. The VETE services they provide maybe a major element in their operations or they may be subsidiary to their coreactivities. By definition, these providers are non-profit organisations and havealtruistic objectives. They obtain their funding from community, business andgovernment sources.

An important contribution to their funding is made through the Common­wealth Department of Employment, Education and Training and the Queens­land Department of Employment, Vocational Education, Training andIndustrial Relations through the labour market program ofTAFE-TEQ.

The advisory network

Services which are directly paid for by individual and enterprise clients respondto the immediate needs of those clients in a relatively free market environment.The quantity, nature and quality of services are adjusted to meet marketdemands. Some government-funded services, on the other hand, while meetingimmediate client needs, also take into account government policy directionswhich are related to long-term economic, industry and social justice priorities.These priorities may not be met by a totally free market environment and henceneed government intervention to ensure long-term social and economic goalsare achieved.

Diversity of the VETE system and the rapid changes which it undergoes inresponse to changing customer and other stakeholder requirements necessitatea strong and proactive advisory mechanism which can identify future needs andopportunities and communicate these throughout the VETE system. Apartfrom providing information to major elements of the system, the advisory

mechanism plays a particularly important role in establishing an appropriatebalance between short- and long-term needs, free market action and govern­ment intervention, and the needs of clients compared with labour marketdemands.

The advisory network incorporates a number ofvital elements including theCommission and its legislated councils, other standing committees of theCommission, and the industry training advisory bodies (ITABs). These andother bodies represent the views of particular segments of business and thecommunity so that an informed view can be developed by decision-makers whocan, in turn, ensure appropriate balances are maintained across the VETEsystem.

Industry input

To ensure industry's present and likely future training needs are met, it isessential that the vocational education and training system provides widespreadopportunities for, and is guided by, industry input.

It also is incumbent upon industry to ensure that the input that it provides isof a high quality.

To date, the major industry input into the vocational education and trainingsystem has come via industry training advisory bodies. ITABs have beenrecognised by both the Commonwealth and the Queensland Governments asbeing the principal advisers on training for their industries.

In recent years, ITABs have played a substantial role in the planning processfor the vocational education and training system. They have provided input interms ofpresent and future training needs, as well as advising upon present andproposed TAFE college offerings.

Mission

The mission of the VETE system is to provide quality vocational education,

II> a highly skilled and adaptable world-competitive workforce; andimproved skills and quality of life for Queenslanders.

System goals and strategies

The following interim goals and strategies have been formulated in response toan environmental scan and consultation with the system stakeholders. Theywillbe subject to further consideration in the second half of 1992. The goals are:1. A reformed organisation and structure of the vocational education, training

and employment system.2. Vocational education, training and employment services which contribute

optimally to the social and economic development of Queensland.3. Increased participation in vocational education, training and employment

services by groups which are presently under-represented.4. Quality vocational education, training and employment services and prod­

ucts which satisfy the needs of all clients.5. Greater investment in, and community acceptance of, vocational education

and training.6. Reform of the way skills are developed, delivered, assessed and recognised.7. Understanding of the vocational education, training and employment system

by all clients of that system.

Implementing the goals

A series of strategies has been developed to achieve VETEC's goals over a five­year period. There will be major drives to increase the pathways available toyoung people seeking to enter the workforce via entry-level training schemes. Atthe same time, the demand on the vocational education and training system willcontinue to increase as experienced workers and their employers find itnecessary to update and upgrade skills. These demands will increase the neednot only for the quantity of training available, but will also mean improvementsin the flexibility and responsiveness of the system to changing customer needs.Strategies have been identified which will link increased tailoring of programsto suit individual needs with training recognition mechanisms which willensure people gain full credit for competencies.

Quality of service is becoming important to globally-competitive organisa­tions. This needs to be extended to the delivery components ofthe VETE systemso that it can fully support internationally-competitive enterprises and be astrong partner in the development of their human resources. Accreditationsystems will playa large part in quality improvement, but for the VETE system tobe able to fully support internationally-competitive organisations, appropriatecustomer-oriented cultures need to be fully developed in the deliverycomponents.

The VETE system is currently in a growth phase, as it has been for some years,but the rate of change appears to be increasing. There are opportunities forVETE providers to create new markets, products and services. An importantwayof encouraging the VETE system to reach its potential is to ensure strongnetworks and links operate between the participants. This includes strengthen­ing the formal advisory network and raising awareness in customers of the valueof VETE services. Good communication spreads knowledge and helps tooptimise opportunities and resources.

A major focus for the public sector will be the maintenance of communityservice obligations and the alleviation of disadvantages experienced by individ­uals, so that they can participate more fully in VETE services. A major target inthis area will be to increase participation rates to the same proportion as thatrepresented by the disadvantaged in the community.

In the coming year, VETEC will be giving considerable attention to settingpriorities and giving advice about priorities and the allocation of public sectorresources. It will set in place processes by which it can give strategic advice aboutthe future directions of the VETE system and how government can bestcontribute to the achievement ofthe State's economic and social goals through astrong and responsive system ofvocational education, training and employment.

REPORT ONOPERATIONS ­VETEC AND ITSSTANDINGCOMMITTEES

VETEC

InJuly 1991, the Queensland Parliament passed new legislation - the Vocational

Education, Training and Employment Act 1991. This Act provides for the establish­ment of a Vocational Education, Training and Employment Commission(VETEC) and subsidiary Councils.

The establishment of VETEC on October 28, 1991 effectively separatedstrategic policy formulation and system development from the governmentdelivery system for vocational education, training and employment.

Purpose statement

VETEC's purpose is to develop and maintain, through the provision ofstrategicleadership and advice, an effective vocational education, training and employ­ment system which enhances the economic and social development of Queens­land and its people.

Organisational structure

I

I

Minister

VETECommission

I

I

I I I IAboriginal and Torres

Planning andStrait Islander Accreditation State TrainingCouncil on Council

DevelopmentCouncil

VETE Council

IGeneral

IManager

I I IDirector, Manager, Director,

Director,Division of Secretariat and Division ofAccreditation, Office Planning and Division of

Certification and Management Resource Research and

Recognition Unit Allocation Development

Role

VETEC is a tripartite body, established under the Vocational Education, Training

and Employment Act 1991, comprising members representing industry, the gen­eral community and State and Commonwealth Governments. Its prime role is toadvise the Minister for Employment, Training and Industrial Relations on:

the strategic development of the State's vocational education and trainingsystem;the necessary allocation of government resources to vocational educationtraining programs and providers; andthe development of employment support services, particularly for thosedisadvantaged in the labour market.It has responsibilities also relating to the accreditation ofcourses, recognition

ofshort courses and training programs, registration ofproviders, certification ofstudents, and regulation of structured training.

Powers and functions

Advisory:to develop frameworks for vocational education, training and employmentservices in Queensland;

~ to develop strategies on vocational education and training that complementeconomic and social development in Queensland;to identify major vocational education, training and employment servicesissues and make appropriate policy recommendations thereon;to undertake capital works planning for the Queensland vocational educa­tion and training system; andto advise the Minister on the effective application of the Government Budgetfor vocational education, training and employment services.

Executive:~ to determine policy relating to regulated training, including apprenticeship,

traineeship and other training systems;to determine policy relating to accreditation of vocational education andtraining courses and registration of providers for delivery of such courses;to ensure consistency ofnomenclature ofawards granted to persons complet­ing vocational education and training courses and programs;to confer with and extend recognition to other bodies within and outsideQueensland on matters relating to vocational education, training andemployment services; andto recognise vocational education and training establishments as approvedtraining organisations.

Constitution and membership

VETEC was constituted on October 28, 1991 and the following members wereappointed for a period of three years from that date:

Mr Bill Siganto (Chairperson)Chairman of Siganto and StaceyPty Ltd

Professor Tom DixonDeputy Vice-Chancellor of QUT

Mr Les O'GormanEducational consultant

Mr Chris RenwickManaging Director of ComalcoMineral Products

Mr Chris WellsGeneral Manager ofIBM-Queensland

Mr John Heussler AMManaging Director of DentonHoldings

MrRaySelbySecretary of the Australian ServicesUnion - Queensland

Mr Harry Hauenschild AOQueensland Commissioner forTraining and Past President ofQueensland Trades and LaborCouncil

Ms Janine WalkerDirector, Industrial Services, of theQueensland State Service Unionand Director of the ABC

Mr Bob McNamaraQueensland Director of theDepartment of Employment,Education and Training

Mr Peter HennekenGeneral Manager ofVETEC

Three persons having standing inthe community, of whom one isdrawn from the area of highereducation, and one is drawn fromthe area of general education andnominated by the Minister for Edu­cation.

Three persons having standing asemployers, one of whom has stand­ing in the rural community.

Three persons having standing withindustrial organisations ofemployees.

A nominee of the CommonwealthMinister responsible for vocationaleducation and training.

The general manager of the Com­mission who is a member ex officio.

Bill Siganto

Chris Renwick

Professor Tom Dixon

Chris Wells

Les O'Gorman

John Heussler AM

Ray Selby

Bob McNamara

Harry Hauenschild AO

Peter Henneken

Janine Walker

Standing committees

The State Training Council (STC) advises VETEC on policy matters withrespect to apprenticeship, traineeship and other training systems. It also has thepower to make determinations and orders on all matters pertaining to trainingarrangements authorised under the legislation, including administration ofindentures and training agreements.

The State Planning and Development Council (SPDC) advises VETEC onshort- and long-term planning to meet the vocational education, training andemployment needs ofQueensland, and on priorities for the application ofpublicsector funds. In carrying out these advisory roles, the Council has the power toconsult widely with industry bodies in order to establish mechanisms fordetermining needs and priorities.

The Accreditation Council is empowered to make determinations and orderson all matters concerning accreditation and registration ofarrangements for theprovision ofvocational education and training conducted by State colleges andother providers applying for accreditation or registration. In so doing, theCouncil administers a system of vocational education and training awards,reviews accredited courses and programs to ensure maintenance of standardsand portability of credentials, and liaises with other accrediting and course­registering bodies, and with providers of education and training in general.

VETEC established the Aboriginal and Torres Strait Islander Council onVocational Education, Training and Employment onJune 19, 1992. This Councilwill operate as a standing committee of the Commission, advising it onvocational education, training and employment strategic policy required for, orpolicy issues impacting upon, the Aboriginal and Torres Strait Islander peopleof Queensland.

VETEC also may establish any other standing committees and sub-commit­tees it considers necessary to assist in the performance of its functions.

Review of VETEC's activities

With the introduction of the Vocational Education, Training and EmploymentCommission from October 28, 1991, a new era for vocational education, trainingand employment in Queensland was commenced.

Since its inception, the Commission has met on eight occasions, holding itsfirst meeting on November 13, 1991. The early meetings were involved primarilywith informing members ofthe legislative requirements and the roles, functions,etc., of the Commission and the standing committees.

Major activities of the Commission to date include:

Constitution of standing committees

One of the initial tasks of the Commission was to constitute and appointmembers of the three standing committees provided for in the legislation - theState Training Council, the State Planning and Development Council, and theAccreditation Council. Each of these bodies is reported on separately in thispublication. The three Councils were formally constituted and appointed forthree years from December 2, 1991. They held their initial meetings inDecember.

Meeting proceduresThe Commission, under Section 2.22 of the Act, also established, at its initialmeeting, procedures for the conduct of its meetings and business. These wereused as the basis in the formalising of procedures for each of the standingcommittees.

DelegationsAccreditation of courses pending constitution of VETECThe former QEVET Board held its final meeting in late September, 1991. As theEmployment, Vocational Education and Training Act 1988-1990 under which theBoard was constituted was not repealed until the new legislation was introducedfrom October 28, the Board delegated its function to accredit courses con­ducted by State colleges, persons, institutions or bodies to the Chairman of theBoard, Mr Roy Wallace, up to and including October 25. This ensured there wasno delay in accrediting courses during the changeover from the Board to theCommission.

Recognition of vocational education and training establishments as ATOsWith the introduction of the new Act, responsibility for the recognition ofvocational education and training establishments as approved trainingorganisations (ATOs) was conferred on the Commission.

At its February 1991 meeting, the Commission revised the administrativearrangements for ATOs and also delegated its authority to grant recognition ofATOs under Section 2.5 of the Act to the Accreditation Council.

Authority for funding - VETE system strategic development projectsThe Commission, at its meeting on November 27, 1991, conferred on theGeneral Manager authority of delegation to approve funding for relevantprojects and activities subject to:

Ministerial concurrence where required;review after June 30, 1992.Projects subject to this delegation included:industry skill centre development;

~ Training Development Program;~ industry training advisory body project funding.

Communication with stakeholdersOne of the m<yor objectives of the Commission in its initial period of operationwas to inform as many of its stakeholders as possible of its existence andfunctions. This was undertaken by:

the preparation and circulation of letters/brochures;personal contact and visits, particularly by the Chairperson, Commissionerfor Training, and General Manager;a meeting with the Queensland Industry Training Council, which comprisesthe chairpersons of all industry training advisory bodies;discussions with the members of individual ITABs;two workshops for stakeholders in the metropolitan and near-metropolitanregiOn;visits to TAFE and Senior colleges and rural training schools throughout theState, and discussions with college personnel;

visits to regional areas and discussions with stakeholders in regions - as atJune 30, visits had been made to the Bowen, Burdekin, Cairns, CentralHighlands, Dalby, Gladstone, Gold Coast, Ipswich, Mackay, Mareeba, Rock­hampton, Toowoomba, Townsville and Whitsunday regions, and thoseregions not yet visited were targeted for the second half of 1992; andthe circulation of a newsletter to stakeholders overviewing the activities anddecisions of the Commission and its standing councils - the first edition wasdistributed in May and it is intended it will be published following eachCommission meeting.Clients and stakeholders of the Commission and the VETE system are wide

and varied, ranging from private and public providers of vocational educationand training, ITABs, industry and commerce generally, employment schemesand agencies, employers (both private and public), associations/unions ofemployers and employees, community organisations and existing and potentialstudents of the system.

In recognition of the importance of clear communication with its clientgroups, the Commission is to receive a discussion paper on the development ofaVETEC marketing and communication strategy.

Social justice

The formulation of a social justice strategy has been given high priority by theCommission.

A reference group is overseeing the development of a draft discussion paperfor the Commission's consideration. This policy will provide principles andguidelines under which all providers ofVETE services should operate.

Aboriginal and Torres Strait Islander Advisory Council

A major initiative in enabling the Commission to address its high priority area ofsocialjustice has been the establishment of a Standing Committee to advise onvocational education, training and employment strategic policy for Aboriginaland Torres Strait Islander vocational education, training and employment. Thefunctions and membership of this Committee, which is expected to hold its firstmeeting in August 1992, are outlined separately in this report.

Literacy and language policy

The Commission has established a working party chaired by Commissionmember, Mr Chris Renwick, to examine appropriate structures for the provisionofon-going literacy and language policy advice to VETEC and the Minister, andappropriate mechanisms for the administration of literacy and language fund­ing through both the State and Commonwealth Governments.

Proficiency in literacy and language has long been recognised as a majordeterminant of an individual's ability to participate in modern society. This hasalso been emphasised with the expansion of workplace reform and industrialawards which contain career paths based on skills acquisition through access totraining. This initiative of the Commission to develop a policy on literacy andlanguage is part also of its endeavours to address a social justice strategy.

Commonwealth funding for vocational education, training andemployment

In March 1992, the Prime Minister issued an economic statement which hadfunding and administration implications for the vocational education andtraining (VET) systems. As a result, there was a Commonwealth proposal that it

take over responsibility for funding the VET system.The Commission considered this question as a matter of urgency and gave

advice to the Minister on the impact of the proposaL

Review of young people's participation in post-compulsory educationand trainingAgreement was reached by the Australian Education Council (AEC) in Decem­ber 1990 to commission a national review of post-compulsory education andtraining. In July 1991, the AEC Review Committee's report lOung People's

Participation in Post-compulsory Education and Training (the Finn review), wasreleased, and was subsequently tabled and noted at the August 1991 AECmeeting.

The Review focused on various aspects of post-compulsory education andtraining, and made a series of detailed recommendations. Importantly, it soughtto develop a perspective which encompassed all the major pathways available toyoung people in the period following compulsory schooling. The Finn reviewhighlighted the growing inter-relationship between general education andvocational education and training.

In general terms, the Finn review recommended increased provision ofeducation and training opportunities so that virtually all young Australianscomplete Years 11 and 12, or equivalent, and recommended substantiallyincreased opportunities for education and training at post-Year 12, includingthe development of a new entry-level training system. In addition, the develop­ment of employment-related key competencies, which all young people shouldacquire, was recommended.

The eight key focus points of the Finn review were:targets and measurement;

Ii> curriculum principles and key competencies;Ii> the Education and Training Guarantee;

roles of schools and TAFE;education, training and business links;palrtIclp,ttloln by the disadvantaged;careers edllc,lti()n;

funding options.Due to the extensive and complex nature of recommendations of the Finn

review, Commonwealth/State forums, including the AEC and Ministers ofVocational Education, Employment and Training (MOVEET), established anumber ofworking parties to examine various recommendations. In particular,the following were set up:

a steering committee on key competencies for post-compulsory education(the Mayer Committee);a committee to examine the financial implications of projected increases ineducation and training participation, and to consider all options for theassignment of future financial responsibilities between the Commonwealthand States in education and training (the Ramsey Committee) ;an investigation of possible changes to the entry-level training system forAustralia (the Carmichael report);a working party to report on national recognition of training and processesfor accreditation and recognition (the Rumsey report) .Further reference is made to the Mayer Committee report (25, 37), the

Carmichael report (25, 38,48) and the Rumsey report (27-28) on the pagesindicated.

Since the public release of the Finn review, the State Government responsehas been developed with input from key education, education and training,employer and union stakeholders and with the advice of the former QEVETBoard, VETEC, the State Training Council and the Accreditation Council.

Review of options for post-compulsory vocational education and trainingIn recognition of the critical importance of developing clear pathways andarticulation for students from post-compulsory education to the workforce asidentified in the Finn review and subsequent enquiries, the Commission hasestablished a working party to examine the general concepts and options foroffering vocationally-contextual learning in Years 11 and 12. It is envisaged adiscussion paper developed by the working party will be referred to the StateTraining Council, the Accreditation Council and the Commission to establish aposition on this issue as a guide in future discussions.

Response to the Carmichael reportAs a result of a decision of a Special Ministerial Conference in late 1990, theEmployment and Skills Formation Council, one oHour Councils of the NationalBoard of Education, Employment and Training (NBEET), was requested toundertake consultations with groups and individuals interested in possiblechanges to the entry-level training system for Australia. The report of theCouncil's Chairman, Mr Laurie Carmichael, The Australian Vocational CertificateTraining System, was referred to the Commonwealth Minister and widely circu­lated for consideration.

The report was intended not as a response to present youth unemployment,but as a response to current and future needs for Australian industry in a world­competitive market.

It builds on the Finn Committee report on post-compulsory education andtraining, recognises the growing convergence of work and learning and ofgeneral and vocational education, and addresses the need for structured entry­level training for the large number who do not presently have the opportunity.

The report proposes building on the good features of existing entry-leveltraining, especially apprenticeships, while extending the coverage ofstructuredand articulated training arrangements across occupational and industrial areas.It focuses on ten categories:

the Australian Vocational Certificate Training System;implementation of competency-based framework;targets;

II> vocational certificate training pathways;integrated delivery networks;work-based training;access and equity;training income;employer subsidies;implementation strategy and timetable.The Commission, through the State Training Council, will consider each of

the report's recommendations in order to advise the Minister.

Mayer Committee discussion papersThe Finn review identified a set ofemployment-related key competencies, whichit proposed all young people need to acquire in preparation for employment.These key competencies are in the areas of language and communications,

mathematics, scientific and technological understanding, cultural understand­ing, problem-solving, and personal and interpersonal characteristics.

The AEC and MOVEET established a committee in August 1991 to extendthe work ofthe Finn review in the area ofemployment-related key competencies.This committee is chaired by Mr Eric Mayer, a former ChiefExecutive Officer ofNational Mutual.

The first phase of the Committee's considerations was the preparation of adiscussion paper, Employment-related Key CompetenciesforPost-compulsoryEducationand Training. It formed the basis for public comment and consultation, andoutlined the Committee's initial proposals for defining the key competencies,and to provide a basis for nationally-consistent assessment and reporting.

The State Training Council and Commission provided a response to thatpaper.

Subsequently, a further Mayer Committee paper presented a draft proposalfor the set of key competencies and the development of a nationally-consistentapproach to assessment and reporting on young people's achievements in thekey competencies. This, too, was considered by the Commission and StateTraining Council and a response was forwarded to the Committee.

Competency-based training

An important issue which has been considered by the Commission and itsrelevant standing committees has been the question of implementation ofcompetency-based training (CBT). This is a major component of national andState training reform agendas.

A Vocational Education Employment and Training Advisory Committee(VEETAC) working party issued a paper on the assessment of performanceunder CBT, and administration of CBT. The State Training Council andCommission provided a response to this document.

Industry training advisory bodies review

Under the Act, ITABs are recognised as being mcyor advisers to the Commissionon the training needs of their respective industries. For this reason, the State

Planningand...Development.CounciLand.Commission .have.. developed..mecha~nisms which ensure a close linkage and relationship with ITABs, particularly inplanning processes.

In addition, in consultation with ITABs, the Commission is conducting areview of ITABs on a variety of aspects covering:

role and responsibilities;structure and organisation;resourcmg;performance;communication and consultation mechanisms; and

II> marketing and promotion.The reviewer, Mr Graham Swan, is being assisted by a reference group

comprising representatives of industry.

Rural training schools review

Flowing from a recommendation of the Public Service Management Committeereview of DEVETIR, the Commission has, in consultation with the RuralTraining School Co-ordinating Committee, initiated a review of the ruraltraining school system. The reviewer, Dr Graham Alexander, is being assisted by

a reference group which is representative of the primary industries sector andother relevant parties. The review process will include the receipt of publicsubmissions.

Procedures for handling appeals against decisions/actions of a standingcommittee

In the terms of the Act, any person aggrieved by a decision or action of astanding committee may appeal to the Commission. The Commission hassought legal advice in establishing procedures for handling such appeals, toensure that a just and practical system is introduced and that it meets therequirements of the new Judicial Review Act. Three appeals under the newlegislation were received to June 30, 1992.

EARe review of appeals from administrative decisions

The Commission made a submission to the Electoral and Administrative ReviewCommission on its issues paper on the review of appeals from administrativedecisions.

Policy and Procedures Manual

On the recommendation of the Accreditation Council, the Commission, inJune, recommended to the Minister a new Policy and Procedures Manual coveringATO status, course accreditation, recognition of training programs, recognitionof short courses, and registration of providers. Associated with this was arecommendation that the schedule of charges for ATO, accreditation, registra­tion, and recognition of training courses and short courses should be reviewed.

National Recognition of Training principles and processes foraccreditation and recognition (Rumsey report)A working party of the Commonwealth/State Vocational Education Employ­ment and Training Advisory Committee developed a report on the recognitionof training. It proposed a system for national consistency in the recognition ofaccredited courses, training programs, training providers and competenciesheld by individuals. This move recognised the urgent need for a nationally­consistent approach to recognition which had been identified by governmentand industry as being crucial for a national competency-based training system.

The working party commissioned David Rumsey, a consultant working forJohn P. Young and Associates, to examine the national alignment ofvocationaleducation and training credentials to the Australian Standards Framework(ASF) established by the National Training Board.

The aim is to develop a new model for vocational education and trainingcredentials in Australia. It will take into account developments in competency­based training, the establishment ofa national framework for the recognition oftraining, and the requirements of the ASF.

This Framework has six levels which relate to the vocational education andtraining area. It is proposed that each level be aligned with credentials titledNational Certificate (four levels), and National Diploma (two levels).

As the advanced certificate and associate diploma are not recognisedinternationally, it is proposed that these credentials be discontinued after atransition period. This has obvious advantages for the overseas marketing ofcourses.

Clearly, there is a need to re-align the awards because the awards currentlybeing offered do not adequately:

address competency outcomes;I> recognise prior learning; or

equate to similarly-titled credentials, particularly in the certificate area.It is anticipated that the Rumsey report, due to be presented to VEETAC in

the near future, will address the current concerns of industry and vocationaleducation and training with regard to the establishment of a single system ofvocational education and training credentials, nomenclature and classificationwhich will allow for improved pathways between the vocational education andtraining, secondary and higher education sectors.

Overview of working programs of divisionsThe Commission and its respective Councils maintain a periodic overview ofthework programs and projects being undertaken by the Divisions of the Office ofVETEC.

Training Development ProgramThe Training Development Program was an initiative in the 1991/92 Budget toincrease the capacity of industry to address training needs not provided by thepublic system.

Widespread advertising took place to generate applications from a broadspectrum of enterprises that would be representative of industry and geograph­icallocations across the State.

The Commission delegated to the General Manager responsibility forapproving the allocation of grants.

Details ofprojects which have been sponsored during the year, after researchand investigation, are outlined in the section reporting on the operations ofVETEC's Division of Research and Development.

National AwardsVETEC hosted the annual Australian Apprentice and Trainee of the YearAwards ou··behalfofthe·Commonwealth; States and·Territories·ofAustralia···atthe Brisbane Hilton on November 28, 1991.

The event, held in a different capital each year, is open to the winners of eachState and Territory's apprentice and trainee of the year awards, and is jointlyfunded by the Commonwealth, State and Territory Governments.

Advanced Engineering Centre for QueenslandThe Commission considered the merits of a proposal by the Department ofBusiness, Industry and Regional Development (DBIRD) on support and fund­ing at State and Commonwealth level, under the Advanced Engineering CentresProgram, for the establishment of such a centre in Queensland. The Commis­sion provided advice to the Minister on the proposal.

Discussion paper on proposed industry placement legislationA discussion paper on possible legislation to cover students of a vocationaleducation and training program while on industry placement was circulated.

Strategic and Operational PlansIn accordance with government requirements, the Commission finalised itsStrategic and Operational Plans in late 1991, the details of which were published.Because the Commission had been established for only a very short time at thatstage it is expected that as the plans evolve, a more comprehensive documentwill become available. The published plans, which identify the following goals,are not intended to be exhaustive, but rather to focus on key areas in whichimprovements should be achieved:1. To have a VETE strategic plan accepted by stakeholders.2. To implement an effective resource allocation system for public VETE

resources.3. To encourage industry and individuals to increase effective investment in

training.4. To enhance the efficiency and effectiveness of ITABs in provision of advice

to the Commission and in facilitation of industry training.5. To establish, within the first year of operation, mechanisms to enable the

Commission to effectively exercise its impartiality-based regulatoryfunctions.

6. To enhance the quality and quantity of enterprise, private and communityVETE services.

7. To increase acceptance of the value ofVETE by stakeholders and the widercommunity.

8. To improve access by the disadvantaged to VETE services.9. To establish an efficient, effective, nationally-consistent and respected

training system.10. To establish and maintain the Commission's credibility with stakeholders.11. To develop a new entry-level training system which meets the needs of

stakeholders.12. To establish and maintain, within the Commission, contemporary manage­

ment and work practices and an environment which enhances the achieve­ment of the Commission's mission.

State Planning and Development Council

Functions and powersThe functions and powers of the State Planning and Development Council are:

to advise the Commission regarding short- and long-term plans to meetvocational education and training needs of the State;to advise the Commission on priorities regarding the application of publicsector funds to meet vocational education, training and employment serviceneeds of the State;to co-ordinate information and advice obtained from various industrybodies;to work with industry bodies recognised by the Commission to establishmechanisms for determining priorities for vocational education and trainingneeds;to assess information on long-term needs and immediate priorities in anyindustry and to advise the Commission accordingly;to advise the Commission regarding the development of both public andprivate sector delivery of vocational education, training and employmentservices;

to undertake such other activities as the Commission may refer to it; andto furnish to the Commission such reports on its work and activities as arerequired by the Commission.

Constitution and membershipThe State Planning and DeVelopment Council was constituted as a standingcommittee of the Commission on December 2, 1991 and the following personswere appointed members for a period of three years from that date:

Mr Chris Wells (Chair)General Manager ofIBM-Queensland

Mr Ian Barclay CBEChairperson of the ConstructionIndustry Training CouncilChairperson, GreenmountDeVelopments

Mr Murray ArmstrongChairperson of the QueenslandTourism and Hospitality IndustryTraining Committee

Mr Earl BaskervilleChief Executive Officer ofInprint Ltd

Mr Clive BubbGeneral Manager of QueenslandConfederation of Industry Ltd

Mr Terry HamiltonAssistantGeneral SecretaryoftheQueensland Professional Officers'Association

Mr Dawson PetieAssistant General Secretary of theQueensland Trades and LaborCouncil

Ms Robyn TaylorGeneral Manager of ConceptTraining

Mr Alex GamblinDirector, Redland CommunityCollege

Mr Stan SielaffExecutive Director of TAFE-TEQ

A member of the Commission,nominated by the Minister, who isthe chairperson of the Council.

Two persons representing industrytraining advisory bodies.

Two persons representing industryand commerce.

Two persons representing industrialorganisations ofemployees.

A person representing governmentvocational education and training.

Two officers of the Department,nominated by the Director-General,of whom one is a director.

Mr Ken MaynardExecutive Director, MetropolitanWest Regional Office, Departmentof Education

Mr Ron BoyleDirector-General, Department ofBusiness, Industry and RegionalDevelopment

Mr Peter Lynam (from April 2,1992 as replacement for Mr PeterDe Medici) Director, IndustryTraining, Department ofEmployment, Educationand Training, Queensland

A nominee of the Minister chargedwith the administration of the Edu­

cation (General Provisions) Act 1989.

A nominee of the Minister chargedwith the administration of theIndustry Development Act 1963.

A nominee of the CommonwealthMinister responsible for vocationaleducation and training.

State Planning and DevelopmentCouncilSeated, from left: Peter Lynam, KenMaynard, Chris Wells (Chair), DawsonPetie, Murray Armstrong,Sfand'lng, from left: Bill Siganto(Commission Chair), Stan Sielaff, EarlBaskerville, Alex Gamblin, Terry Hamilton,Ian Barclay CBE, Ron Boyle,Absent: Clive Bubb, Robyn Taylor

Review of activities

The State Planning and Development Council's initial meeting was on Decem­ber 20, 1991. It met on six occasions to June 30, 1992.

VETEC's priorities for public sector VETE fundsBroad advice was provided on priorities for Government-funded vocationaleducation, training and employment services in Queensland. However, the StatePlanning and Development Council was not at a sufficiently advanced stage ofdevelopment to provide detailed advice to the Minister during the 1992/93budget development process.

The SPDC and Commission have since identified the following broadpriority areas for consideration in framing TAFE-TEQ's 1992/93 Budget

competency-based training;entry-level training;joint ventures with industry;alternative delivery systems;

~ recognition of training;social justice strategies; and

~ support for industry-based initiatives.The Council's major focus has been to develop a planning process to ensure

that relevant and timely advice is input for 1993/94-onwards VETE Budgets.

Strategic planning processOne of the first projects the Commission initiated was the development ofprocesses for strategic planning and resource allocation. A discussion paper wasdeveloped which addressed the broad processes by which the Commission, inassociation with the stakeholders, should undertake strategic planning for thepublic and private vocational education, training and employment systems.

These processes will continue to be revised and refined in the light ofexperience gained in conjunction with on-going planning, budgeting andresource allocation. This will enable the Commission to have processes in placeto lead the VETE system and to guide budgeting and planning, particularlyfrom the 1993/94 State Budget and resource allocation process.

In view of the diversity of the VETE system, and because of the highlyinterdependent nature of the system's various components, the Council hasdevoted considerable effort in determining and fine-tuning the strategicplanning process and related issues.

Taking the complexity of the system into account, the Council recommendeda strategic planning model which brought together the various phases inplanning and resource allocation including the development of environmentalscans and profiles; analysis of stakeholders' submissions; setting of goals,strategies and targets; and establishment of criteria and priorities for resourceallocation.

Interim plan for the development of the Queensland VETE systemOn the recommendation of the State Planning and Development Council, theCommission adopted an interim plan for the VETE system. This draft plan wasdistributed to a number of stakeholders for comment. Following input received,the document was finalised and will be circulated to all stakeholders duringJuly1992.

The plan establishes goals, strategies and priorities for the whole VETEsystem. It will:

express the Government's policy on vocational education, training andemployment;guide the total VETE system in terms ofvision, opportunities, and priorities;outline actions the Commission believes should be uridc:i'taken to improvethe VETE system;provide a basis for public sector funding of VETE activities;form a basis for accountability for the expenditure of public funds andperformance of the Commission;link and co-ordinate the Queensland VETE system.

Development of a model on infrastructureIn view of the considerable public resources allocated to providing infrastruc­ture in the VETE system, the Commission, on the SPDC's recommendation,established a working group to identify the most appropriate processes todevelop an infrastructure planning model. Associated with this, specialistresources available to the system in both the public and private sectors will beidentified.

Performance indicators for the VETE systemThe Council has identified ten high level performance indicators which couldbe adopted as a general guide for the further development of detailed opera­tional indicators. The ten broad areas are inputs, outputs, efficiency measures,unmet demand, student/trainee destinations, client satisfaction, participation/

completion rates by disadvantaged groups, perceptions ofvocational educationand training, regional ratios and the achievement of key targets.

National communications framework for education deliveryA working party of the AEC developed a proposal to establish a national bodywhich will provide a range of services to support the collaborative use oftelecommunications and related technologies in the delivery and managementof learning through open learning systems and alternative delivery methods.The Commission, on the recommendation of the SPDC, endorsed a possibleQueensland position on the issue for the Minister's consideration.

National goals and objectives for VETEA working party of the Vocational Education, Employment and TrainingAdvisory Committee developed an overarching paper intended to form thebasis of a public document setting out common and agreed national goals forvocational education and training in Australia. The working party also identi­fied strategies, outcomes and possible performance indicators in relation to thegoals. The draft national goals and objectives were considered by the SPDC andthe Commission for input to the working party for its further development inreferring the matter back to VEETAG

Building and construction industry levyThe SPDC considered a detailed submission from the Construction IndustryTraining Council proposing the introduction of a training levy for the buildingand construction industry. This was aimed at ensuring that the industry's skilledlabourforce needs are met in the future. The Commission and SPDC haveprovided advice to the Minister on the levy proposal.

State Training Council

Functions and powersThe functions and powers of the State Training Council are:

to advise the Commission on policy matters with respect to apprenticeshipand traineeship training, other training systems and such other matters asthe Commission may refer to it;to determine the apprenticeship callings and occupations to which theVocational Education, Training and Employment Act should be applied;to make determinations and orders on all matters concerning apprenticesand apprenticeships, trainees and traineeships and other persons and theirtraining arrangements as authorised by or under the Vocational Education,

Training and Employment Act;

to determine the entitlements to, and, where appropriate, arrange the issue ofcertificates indicating the training undertaken and the qualifications ofpersons who complete courses of training approved by the State TrainingCouncil, or who satisfy the State Training Council, in such other manner asthe Council accepts, as to their entitlement to any such certificates;to administer indentures and training agreements;to appoint such sub-committees as it considers necessary to assist in theperformance of its functions;

II> to undertake such other activities as VETEC may refer to it; andto furnish to the Commission such reports on its work and activities as arerequired by the Commission.

Constitution and membershipThe State Training Council was constituted as a standing committee of theCommission on December 2, 1991 and the following persons appointed asmembers for a period of three years from that date:

Mr Harry Hauenschild AO(Chairperson)Qld Commissioner for Training,Past President of the Qld Tradesand Labor Council

Mr Nev BradfordChairperson of the Qld Electrical &Electronics Industry TrainingCouncil, Director, Electrical Safety,Co-ordination Section,Qld Electricity Commission

Mr Adrian BloomfieldDirector of the Metal TradesIndustry Association

Ms Desirae FrenchPersonnel and Training Manager,Beaufort Heritage Hotel

Mr Andrew StewartJoint Managing Director ofPublishing Services (Qld) Pty Ltd

Mr Garth BurgeState Secretary of the VehicleBuilders' Employees Federation of

Chairperson of the AustralianAutomotive Training Council

Mr Bob HenricksState Secretary of the ElectricalTrades Union of Australia (QldBranch), Member of the QldElectrical and Electronics IndustryTraining Council

MrNils TimoIndustrial Advocate, AustralianWorkers' Union

Mr David HarrisonAssistant State Secretary of theAmalgamated Metal Workers'Union, Member of the Qld Metaland Engineering TrainingCommittee

A member of the Commissionnominated by the Minister who isthe chairperson of the council.

Four persons representingemployers, of whom

one at least is a member of anindustry training advisory body,

one is an executive member of anindustrial organisation ofemployers,

one is a person experienced inenterprise-based training.

Four persons representingemployees of whom one at least isan executive member of an industry

Mrs Lorraine MartinPrincipal, Lorraine Martin College

Mr Stan SielaffExecutive Director, TAFE·TEQ

Mr Brian HutchisonDirector, Yeronga College of TAFE

Mr Peter Lynam (from April 2,1992 as replacement for Mr PeterDe Medici) Director, IndustryTraining, Department ofEmployment, Educationand Training, Queensland

A person representing non­government vocational educationand training.

Two officers of the departmentnominated by the Director-General,of whom one is a director.

A nominee of the CommonwealthMinister responsible for vocationaleducation and training.

Accreditation CouncilSeated, from left: Professor Tom Dixon(Chair), Bill Siganto (Commission Chair),Mary Kelly, Michael Maher, Joe Kelly.Standing, from left: Ron Keating, LarrySmith, Stephanie O'Reilly, Denese Davis,Harry Hauenschild AO.Absent: Janet McColl-Kennedy, JudithHiggins.

Review of the State Training Council's activities

The State Training Council has met on six occasions since its constitution onDecember 2, 1992.

DelegationsTo streamline operations, the State Training Council has delegated authority toofficers within the Training Services Branch of TAFE-TEQ to:

establish and maintain registers of apprentices and trainees;extend or reduce periods of apprenticeship and traineeship;direct apprentices and trainees to classes;issue certificates of completion of apprenticeship and traineeship;recognise work or training by persons outside of apprenticeship;establish an employer's entitlement to employ apprentices; andstand-down, suspend and discipline apprentices and trainees.In addition, the Council has instituted a process of reporting by delegated

authorities on a monthly basis, to ensure its authorities are properly carried out.

Engineering trades training programsWith the introduction of the Certificate ofEngineering CNlOO in 1991, the thenTraining Executive approved the introduction of a number of trade apprentice­ship training programs in the various streams of engineering. The StateTraining Council has continued the review ofthese programs, and has approvedprograms in the following streams:

Mechanical Stream (Automotive) (Stage 1);Fabrication Stream (Light);Electrical Stream (reviewed with minor amendment); andElectronic Stream (Stages 3 and 4).The Council will continue to review these programs, in the light of the

changing needs of industry.

Co-operative programs between TAFE colleges and high schoolsThe State Training Council has approval authority in relation to trade-based co­operative programs between colleges of TAFE and high schools. In particular,the pre-vocational program in engineering and construction is being deliveredon a co-operative basis, and several colleges have been approved to offerprograms.

In approving these arrangements, the Council has ensured that the process ofmonitoring of delivery is satisfactory.

A proposal to establish a working party to examine issues in relation to co­operative programs, their future directions - taking into account the Finn andCarmichael reports and issues in relation to TAFKTEQ subjects within theSenior Certificate was endorsed by the State Training Council.

The working party will report to the joint VETEC/TAFETEQlDepartmentof Education Interdepartmental Liaison Committee, and the Council is con­fident that the recommendations will be implemented in the schools system inthe foreseeable future.

Apprenticeships and traineeshipsA new trade calling, Resilient Floor Laying, was added to the Schedule ofApprenticeable Trades. The apprenticeship has a nominal duration offour years, aminimum standard of education ofYear 10 and a course of instruction in threestages, with each stage being of seven weeks duration.

Smallgoods Making was removed from the Schedule in recognition of thefact that most smallgoods-making is being performed in factories. The Councilhas approved the addition of a Smallgoods Stream to the Food ProcessingTraineeship.

Pilot engineering program.illhighSi::hooISFollowing Training Executive approval in 1991 for a pilot scheme in six selectedhigh schools involving delivery of Certificate of Engineering CNI00 modules,the State Training Council has established a committee to evaluate the pilot.The evaluation was due to commence early in the 1992/93 financial year, withthe Council receiving the report in October 1992. The aim ofthe program is totest the capacity of high schools to deliver modules on an independent basis. Ajoint VETEC/Department of Education certificate will be issued to studentswho complete modules, and arrangements will be made with colleges ofTAFE toassist in the delivery of the balance ofmodules which make up the Certificate inEngineering Pre-Vocational Program, so that students achieve the equivalent ofPhase 2 level of the pre-vocational course.

Private providers of apprenticeship/traineeship trainingThe following organisations have been given approval to deliver all or part oftheoff-the-job training programs of various apprenticeships/traineeships:

Organisation On-the-job program Apprenticeshipllraineeship

Retailers Association of Certificate in General Retailing Retailing traineeshipQueensland

Plastics and Rubber Certificate in Plastics Cavity Plastics traineeshipTechnologies Centre Moulding; Extrusion Moulding;(PARTEC) Thermoforming and Fabrication;

Fibreglass Reinforced Plastic

Dalrymple Shire Council Certificate in Engineering Engineering tradespersonmodules apprenticeships

Mayer Committee proposalsThe Council has considered and endorsed the recommendations of the MayerCommittee Report on Key Competencies which emanated from the Finn report,Post-compulsoryEducation and Training. The Council considers it essential that thekey competencies be implemented in the school system in a balanced manner assoon as possible.

Addressing the downturn in apprenticeship intakeA further examination of the issue ofvaried college attendance patterns is oneof the strategies endorsed by the Training Executive in 1991 to address thedownturn in apprenticeship intake. While, in the past, varied attendancepatterns have been trialled on a limited basis, there is a lack of reliable data toindicate an industry desire for more options in college attendance patterns.

As a result, the State Training Council recommended and VETEC endorsed ajoint VETEC/TAFETEQ project on the need for alternative attendance pat­terns in off-the-job training.

Competency-based training assessmentThe State Training Council is continuing to monitor the issue of competency­based training assessment and possible strategies for determining the mostsimple and cost-effective method of assessment in the workplace.

The Council will continue to have input to the VEETAC Competency-basedTraining Working Party. A system which uses qualified industry-based assessors,with the assessment process supervised and co-ordinated by TAFE-TEQ train­ing consultants, has been put forward as a possible model.

Colleges/courses approved by the State Training CouncilThe following colleges of TAFE have been approved to offer trade-basedcourses in 1992:

Course College of TAFE

Certificate in Introductory Hairdressing CN071 North Point College of TAFE

Certificate in Hairdressing CN186 North Point College of TAFE

Certificate in Cooking CN200 Mackay College of TAFETownsville College of TAFEToowoomba College of TAFE

Certificate in Engineering/Construction CN088 Townsville College of TAFE

Certificate in Engineering (Production Level 1) South Burnett College of TAFECN794

Certificate in Engineering CN100 Bundaberg, Cairns, Central Highlands, Gateway,Gladstone, Gold Coast, Ipswich, Mackay,Maryborough, Mount Isa, North Point,Rockhampton, Toowoomba, Townsville, Yerongaand South Brisbane Colleges of TAFE

The Council has accepted the Accreditation Council's criteria for ratificationof location as meeting its requirement for approval of colleges of TAFE to offerthese courses.

The Australian Vocational Certificate Training SystemThe State Training Council has examined the Employment and Skills Forma­tion Council's report on entry-level training, The Australian Vocational CertificateTraining System (Carmichael report) .

The recommendations of the report cover:a structured entry-level training system, utilising competency-based training,which encompasses the good features ofapprenticeships, while extending thecoverage and articulated training arrangements across occupational andindustrial areas;

iI> targetsre1atingtoretention at school, equity, use of contextual learning andvocational levels to be attained by the year 2001 through a stage implementa­tion strategy; andtraining wages based on the level of competence attained and the time spenton productive work, with subsidisation from government to ensure anacceptable wage.The Council has endorsed the thrust ofthe recommendations ofthe report as

it refers to post-school training, work experience and industry links, and hasendorsed Queensland's participation in trials of the Australian VocationalCertificate Training System.

The Council will continue to monitor developments in this area.

Special trade training programA special trade training program, a response to the current economic down­turn, is being developed by the State Training Council.

The aim of the program is to employ an additional 300 apprentices, optimis­ing the capacity for on-the-job training, and for off-the-job training withinTAFE colleges, skill centres and industry; and to maintain trade training levelsduring the recession so that an adequate pool of skilled tradespeople isavailable to meet needs after the economic recovery. The nominal period ofindenture will be two-and-a-halfyears, and the program will consist of intensiveself-paced,

competency-based training. Emphasis will be on integration ofintensive off-the­job college training with "live work", skill centre training and off-the-jobtraining. Part of the program is to recognise and give full credit for any relevantexisting competencies which can be demonstrated by the participant. Grouptraining schemes will provide "live work" training in a skill centre or similarenvironment.

The State Training Council is generally supportive of the proposal, and hasemphasised the need for building on-the-job assessment procedures into theprogram. It is looking at the on-the-job competency-based training aspects ofthe program so that it can make further recommendations to VETEC onunresolved issues.

Relevant union, employer and group scheme stakeholders have endorsed theprinciples of the program and agreed to develop specific implementation plansin the trade areas of cooking, automotive, building and engineering.

Innovative Training Program - Printing ITeProposals by the Printing Industry Training Council for an Innovative TrainingProgram in the printing machining trade were endorsed by the State TrainingCouncil. The proposals consist of a research project into:

the duration, frequency and structure ofblock release arrangements, includ­ing the early release or extension of block for apprentices who complete aprogram within the allotted time;identification of the mix of competencies achievable on- and off-the-job;identification of who assesses on-the-job competencies and prior learning;andthe conduct of a CBT trial using the printing machining trade and/oralternative methods of apprentice allocation.The results of this Program will provide further assistance to the Council in

the area of competency-based training assessment.

Automotive industry training in remote areasA report by the Australian Automotive Industry Training Council (Qld Branch) ,Automotive Industry Training in Remote Areas ofQueensland was considered, and itsrecommendations endorsed by the State Training Council.

The recommendations consist of an investigation into ways of:increasing the automotive industry's awareness of distance learning andtraining reform;a feasibility study of the development of a self-paced open learning system ofdistance education for the industry in both trade and post-trade subjects;a study of existing resources, adapting them for a pilot distance educationprogram for first year apprentices in engineering tradesperson (mechan­ical); andan evaluation of existing training facilities such as TAFE colleges, with a viewto using them as tutorial and skills assessment centres in conjunction withrestructured distance education courses.As a consequence, the Industry Training Council is being given assistance by

VETEC to develop the recommendations further.

Accreditation Council

Powers and functionsThe functions and powers of the Accreditation Council are:

to make determinations and orders on all matters concerning accreditation,and ratification of arrangements for provision of vocational education andtraining courses conducted by State colleges, or any other person, institutionor body that applies for accreditation or ratification;to review accredited vocational education and training courses to ensuremaintenance of standards and portability of credentials;to administer a system ofvocational education and training awards, namely,certificates, advanced certificates, associate diplomas, diplomas and othersuch awards approved by the Commission;to liaise with other accrediting and course registration bodies, providers ofsecondary and higher education, and with persons conducting non-govern­ment vocational education and training establishments, on matters concern­ing accreditation;to appoint such sub-committees as it considers necessary to assist in theperformance of its functions;to undertake such other activities as the Commission may refer to it; and

~ to furnish to the Commission such reports on its work and activities as arerequired by the Commission.

Constitution and membershipThe Accreditation Council was constituted as a standing committee of theCommission on December 2, 1991 and the following persons were appointed asmembers for a period of three years from that date:

Professor Tom Dixon(Chairperson)Deputy Vice-Chancellor of theQueensland University of

Mr Harry Hauenschild AOQueensland Commissioner forTrainingPast President of QueenslandTrades and Labor Council

Dr Janet McColl-KennedySenior Lecturer, Graduate Schoolof Management, University ofQueensland

Mr Michael MaherExecutive Director, CapricorniaRegional Office, Department ofEducation

A member of the Commissionnominated by the Minister, who isthe chairperson of the CounciL

A commissioner for training.

A person drawn from the area ofhigher education.

A person drawn from the areaof senior secondary educationnominated by the Minister for Edu­cation.

Ms Denese DavisDirector, Management ConsultingServices, KPMG Peat Marwick

Ms Stephanie O'ReillyTraining Manager, QueenslandHotels Association

Mr Ron KeatingState President of the AustralianMetal Workers' Union

MsMaryKellyPresident of the QueenslandTeachers' Union

Ms Judith HigginsChief Executive Officer,Kelly Commercial College

Dr Larry Smith (from April 2, 1992as a replacement for Mr VivCaulfield) Director, VocationalEducation and Training,TAFETEQ

Mr Joseph KellyDirector, Education Programs,Department of Employment,Education and Training,Queensland

Two persons representing industrialorganisations of employers.

Two persons representing industrialorganisations of employees.

A person representing non­government-provided vocationaleducation and training.

A person representing government­provided vocational education andtraining.

A nominee of the CommonwealthMinister responsible for vocationaleducation and training.

State Training CouncilSeated, from left: Lorraine Martin, HarryHauenschlld AD (Chair), Deslrae French,Peter Lynam, Bill Siganto (CommissionChair).Standing, from left: Bob Henricks, StanSielaff, Nils Timo, Brian Hutchison, AdrianBloomfield, Nev Bradford.Absent: Andrew Stewart

Review of the Council's activitiesThe Accreditation Council provides advice and recommendations to the Com­mission on policy issues concerning the accreditation of courses of vocationaleducation and training offered by TAFE and Senior colleges, rural trainingschools, and other providers (on application), and the registration of providersto offer such courses.

The role of Council is to ensure that:approved training organisations meet certain prescribed financial, educa­tional and ethical criteria;appropriate methods ofcurriculum development are used in the formulationof courses;adequate human and physical resources are available to conduct the courses;awards are at the appropriate levels; andnationally-agreed criteria are met.The accreditation ofcourses by the Council ensures national recognition and

portability of credentials.External scrutiny of organisations and courses ensures that:

~ community expectations are met;teaching institutions employ well-qualified staff and use appropriateresources;awards are credible; andstudents are able to claim recognition of awards throughout Australia.This financial year, the Council accredited 67 credentialled courses, ratified

213 locations to offer accredited courses, and conferred Approved TrainingOrganisation status on 71 organisations.

Aboriginal and Torres Strait Islander Council on VocationalEducation, Training and Employment

FunctionsThe Aboriginal and Torres Strait Islander Council on Vocational Education,Training and Employment (ATSIC VETE) operates as a standing committee ofVETEC, advising it on vocational education, training and employment strategicpolicy required for, or policy issues impacting upon, the Aboriginal and TorresStrait Islander people of Queensland. In particular, the functions of the Councilare:

to provide a direct mechanism for consultation on vocational education,

training. and .. ernployment .t>etwee.n..AboriginaJ .and. Torres. Strait .Islandercommunities and relevant government departments and statutory bodies;to consult with stakeholders and groups that have an interest in vocationaleducation, training and employment for Aboriginal and Torres Strait Islanderpeople;

~ to advise the Commission on strategic policy for vocational education,training and employment for the Aboriginal and Torres Strait Islanderpeople;to advise the Commission on strategies to increase the participation ofAboriginal and Torres Strait Islander people in vocational education andtraining programs;to advise the Commission on needs and priorities for further development ofvocational education and training resources and capital facilities for Aborigi­nal and Torres Strait Islander people;to advise the Commission on strategies for increasing employment oppor­tunities of Aboriginal and Torres Strait Islander people; andto advise the Commission on strategies for ensuring the relevance of voca­tional education, training and employment programs available to Aboriginaland Torres Strait Islander people.

Constitution and membershipThe ATSIC VETE was constituted as a standing committee of the Commissionon June 19, 1992 for a period of three years. Membership is as follows:

Ms Janine Walker (Chair)Director, Industrial Services,Queensland State Service UnionDirector of the ABC

Mr Seith FourmileLiaison Officer, AboriginalCo-ordinating Council

Mr Nelson BillyChairman, Warraber Council,Sue Island

Ms Boni RobertsonChairperson, QueenslandAboriginal and Torres StraitIslander Education ConsultativeCommittee (QATSIECC)

Ms Shireen MalamooCommissioner for QueenslandNorth Zone of the Aboriginal andTorres Strait Islander Commission(ATSIC), Townsville

Mr Ron WeatherallArea Director, Department ofEmployment, Education andTraining, Central WesternQueensland

Mr Barry O'DonohueActing Policy Co-ordinator, Divisionof Aboriginal and Islander Affairs,Department of Family Services andAboriginal and Islander Affairs

Ms Penny BamblettPrincipal Policy Officer, Aboriginaland Torres Strait IslanderEducation, Department ofEducation

Ms Wendy LudwigAssociate Director, Centre for ATSIStudies, Cairns College of TAFE

Member ofVETEC.

Nominee of the AboriginalCo-ordinating Council.

Nominee of the IslandCo-ordinating Council.

Nominee of QATSIECC.

Nominee of ATSIC.

Nominee of DEET.

Nominee of the Department ofFamily Services and Aboriginal andIslander Affairs.

Nominee of the Department ofEducation.

Nominee of the Department ofEmployment, Vocational Education,Training and Industrial Relations.

Review of activitiesThe Council will hold its inaugural meeting in August 1992.

Division of Research and Development

Program goal

To undertake quality research, policy formulation and trammg programdevelopment to support an effective vocational education and traininginfrastructure, both private and public, which meets industry's training needs.

Program strategies

The Division's program strategies are:to advise the Minister, Commission and appropriate stakeholders on voca­tional education, training and employment issues and strategies which willcomplement State economic and social developments;to monitor and review vocational education, training and labour marketresearch and developments occurring at the local, State, national andinternational levels;to undertake research and to develop policy and initiatives for the vocationaleducation, training and employment system in Queensland;to develop and implement strategies which stimulate increased investment inquality vocational education, training and employment;to review and evaluate the vocational education, training and employmentsystem in Queensland according to its goals.

Sub-programs

The Research and Development Program has two sub-program areas, TrainingInitiatives Branch, and Policy and Research Branch.

Training Initiatives Branch

The Training Initiatives Branch plays a primary role in achieving Commissionobjectives in the following areas:~ advising the Minister and the Queensland Government on the development

offrameworks for the State's vocational education, training and employmentservices in both the private and public sectors;identifying and implementing vocational education, training and employ­ment strategies which will complement State economic and socialdevelopment;determining policy and implementing policy initiatives relating to regulatedtraining including apprenticeship, traineeship and other training systemsemerging from the training reform agenda;developing productive working partnerships between government and indus­try in vocational education, training and employment.The primary function of the Training Initiatives Branch is to develop,

oversee, implement and evaluate programs that increase the level, quality andindustry relevance of vocational education and training in Queensland.

The Branch also generates strategies for stimulation ofindustry investment intraining and for the development ofan infrastructure to accommodate trainingneeds arising from industry and award restructuring.

This role is being fulfilled through a number of strategically-focused train­ing initiatives which can be broadly categorised as either initiating industry-ledresponses or entry-level training arrangements.

Major developments and significant achievementsIndustry and award restructuringThe Award Restructuring Co-ordination Unit within the Training InitiativesBranch works within industry to assist with the changes brought about byindustry/award restructuring. It has both a strategic and developmental role.This includes working closely with industries to provide guidance on theirrestructuring activities and advice on the establishment of training and assess­ment arrangements at enterprise level.

The Unit provides advice to and develops policy for the Commission on thechanges required to meet enhanced demand for training and associatedservices. During 1991-92, the Unit worked within a range of industries, includ­ing sugar, rail, police and mining, advising and developing training responsesand informing the Queensland vocational education and training community.

A bi-monthly newsletter played a major part in promoting the Unit anddisseminating the information gained from case studies and modelling dif­ferent organisations. The newsletter is sent to numerous organisations bothintra- and inter-State.

A national conference, "Training and Industrial Relations - the CrucialLink", was held on July 22-23, 1991. A joint venture between the Department,the Department of Employment, Education and Training and the Departmentoflndustrial Relations, it provided a forum for industrial relations and trainingpractitioners to learn more about the implementation of award and industryrestructuring and featured a series of keynote speakers and practitioner work­shops. In all, the conference attracted approximately 350 participants and a lotof interest in the continuation of this type of innovative forum.

Entry-level trainingEntry-level training has until recently been concerned almost exclusively withstructured training in apprenticeships and traineeships. The publication ofseveral reports in 1991, especially the DEET paper A New Structured Entry-levelTraining System for Australia, opened discussion on the concept of better initialskill formation for the total Australian workforce. The Finn report YOungPeople'sj>articipation inj>ost-compulsoryEducation and Training and the Carmichael reportThe Australian Vocational Certificate Training System added to the debate.

An officer from the Research and Development Division was seconded towork from September 1991 until February 1992 with the Secretariat, supportingthe Employment and Skills Formation Council in preparing the Carmichaelreport.

Arrangements were made for Mr Carmichael to deliver a public seminar onhis report in Brisbane on April 9, 1992. Some 375 people from a broad range ofindustry, community, education, training and government bodies attended.This was followed, on April 10, by specific workshops for invited representativesfrom trade unions, employers and public instrumentalities respectively.

Cabinet has given endorsement in principle to the broad thrust of theCarmichael report and plans are in hand for Queensland's participation intrials of the Australian Vocational Certificate Training System.

Although responsibility for trainees under the Australian Traineeship System(ATS) passed from VETEC to TAFE·TEQin August 1991, the following projectswere funded by the Research and Development Division in 1991/92:

media campaign - ATS promotion (Wide Bay Group Scheme);ATS promotion - computer hardware (Group Scheme Association);ATS promotion/brochure (Institute of Personnel Management);

group schemes/DEET/DEVETIR conference (Capricornia TrainingCompany);retail traineeship promotion (Bundaberg Area Community Apprentice &Training Ltd);ATS recruitment and administration assistance (Road Transport IndustryTraining Council) ;rural ATS promotion North Queensland (Queensland Rural Industry Train­ing Council);

~ ATS promotion - Downs Region (Toowoomba Group Training) .

Training Development ProgramThe Training Development Program (TDP) , initiated by the Office ofVETEC,was a 1991 Budget initiative. This grant-based program provides a response tothe increasing demand for training as a result of award and industry restructur­ing and the notion oftraining as a consistent and accepted part ofwork practice.It acknowledges that the likely increase in demand for training has the potentialto outstrip the capacity of the publicly-provided vocational education andtraining system.

It recognises that many Queensland industry sectors and major employers arewithout the competitive advantage provided by structured training arrange­ments, due not only to availability, but to the size and relative isolation ofmany ofthe State's major economic sites. Also, many enterprise-based training require­ments are site- or job-specific and hence are frequently outside the existingexpertise and human resources of the State's training structure.

It is both practical and cost-effective for industries/ organisations to developan industry- or enterprise-based training provision that can provide accreditedskills training. The development of private sector training with TDP assistancehas the potential for maximising the total investment in vocational educationand training through co-ordination of both public and private sectors. VETECsponsored a total of 11 projects under this program, at a total cost of $834,464:Laminex Industries, APM, Dixon Industries, Australian Resorts, Incitec, Con­nor Shea Napier, Curragh, Queensland Magnesia, Queensland Cement,Queensland Mining Industry Training Council Project, and Darling DownsBacon.

Innovative Training ProgramThis initiative forms part ofa strategy to facilitate the development ofinnovativeapproaches to industry training. It targets the development of new structuredtraining arrangements and innovative approaches in the provision of existingtraining arrangements in both the public and private sectors.

The criteria for funding assistance are that: the project features new trainingarrangements or training options; demonstrates industry commitment to theproject; and has strategic training significance in terms of industry restructur­ing or economic competitiveness. Projects assisted in 1991/92 include:

SPONSOR

Textile Clothing and FootwearIndustry Training Council

PROJECT

Trial of flexible manufacturing cellproduction

Training needs analysis - textilemanufacturing

Toowoomba College of TAFE

Pine Rivers, Caboolture andRedcliffe Group TrainingScheme Inc

Tourism and Hospitality IndustryTraining Council

Accreditation, Certification andRecognition Division - VETEC

Queensland Group TrainingSchemes Associations

Queensland Arts Industry TrainingCouncil

Queensland Road TransportIndustry Training Council

Cairns College of TAFE

Printing Industry Training Council

TAFE·TEQ Associate Director,Tourism and Hospitality

TAFE·TEQ - College of Tourismand Hospitality

Abrasive Blastcleaners andProtective Coasters Qld Inc

TFD Joinery - Toowoomba

Queensland Forest IndustriesTraining Council

Feasibility study of AgribusinessCentre

Training needs analysis

Seminar on career paths andmodules for advanced tradequalified cooks

Integration of Australian HospitalityReview Panel and Stateaccreditation procedures

CBT information kits

Labour market and occupationalanalysis

Skill shortage and training needsanalysis survey - film, televisionand video industry

Skill centre research project

Aboriginal and Torres StraitIslander Education Program

Competency-based training pilot -

System for recognition of priorlearning of apprentice cooks

International program development

Pilot program abrasiveblastcleaning skills centre

Enterprise-based training initiative

Development of cadetship intocompetency-based trainingprogram

Fitness Sport and RecreationIndustry Training Council

Queensland Metal and EngineeringTraining Committee

Queensland Training Officers'Association

Water Industry Steering Committee

Shaftesbury Citizenship Centre

South Brisbane College of TAFE

Queensland Metals andEngineering Training Committee

Queensland Metals andEngineering Training Committee

Queensland Rural IndustryTraining Council

Griffith University - Centre forSkills Formation, Research andDevelopment

Training needs analysis

Task analysis of surface finishingsector

On-the-job competency assessmentstandards

Training needs analysis ­irrigation installers

Detainee training course ­landscape construction

Elmsoft sound and vision

Task analysis - mechanicaltradesperson

Task audit - foundry sector

Grain marketing project

Research project - restructuringand TAFE colleges

Skill centre developmentVETEC has an established policy for the development of skill centres. The keyobjective of skill centre development is to promote private sector investment intraining, specifically in areas where the existing total training system is unableto provide industry-required training. If there is such demonstrated unmetdemand, a skill centre may be established where the resources of industry andgovernment(s) can be combined to develop a training facility or the necessarytraining infrastructure.

The specific role ofVETEC in this process is to identify training "shortfalls"in the training system and to develop, jointly with industry and trainingproviders, options for the provision of such training. Typically, this involves aprocess of investigation, feasibility testing and securing resource allocationcommitments from stakeholders.

Skill centres should be predicated upon a number of principles, with thecentral notions including:

comprehensive and validated tripartite support;relative independence and autonomy within the training system;established long-term viability.

The period 1991/92 was a period ofprogressing development in a number ofindustries.

Queensland's first Hospitality Industry Skill Centre is now operational. The$1.6 million Centre will offer pre-vocational and short food and beverage serviceand cookery courses on a fee-far-service basis, labour market programs, andplans to move into apprenticeship training. The Skill Centre will help meet theexcess demand for hospitality training places in Brisbane's TAFE colleges. ThisCentre's feasibility was established during 1991/92, and with Commonwealth/State Government and industry funding it became operational in February1992.

A number ofyears of examination and development culminated, in Septem­ber 1991, with the official opening of the Plastics Industry Skill Centre(PARTEe - Plastics and Rubber Technologies Centre). This facility is the keytraining provider for this industry within the Queensland training system. TheCentre is now offering programs at the entry and operator level, and will providemore advanced award-linked programs in 1992.

Feasibility studies for the development of skill centres are also being under­taken in the following industries/sectors - metals (surfacing finishing sector) ,road transport and water industry. The 1992/93 financial year should see thefinalisation of these studies as well as the examination of needs in otherindustries.

Special Trade Training ProgramA Special Trade Training Program is being developed, in response to thecurrent economic downturn, to support employers and potential apprentices.

The aim of the program is to employ an additional 300 apprentices, optimis­ing capacity for on-the-job training, and for off-the-job training within TAFEcolleges, skill centres and industry; and to maintain trade training levels duringthe recession so that an adequate pool of skilled tradespeople is available tomeet needs after economic recovery.

Policy and Research Branch

The primary role of the Policy and Research Branch is to provide advice andpolicy recommendations to the Commission so that VETEC can:

identify m<Uor vocational education, training and employment system issuesand make recommendations to the Minister on policy directions;undertake research in relation to the vocational education, training andemployment system;advise the Minister on curriculum policy formulation in relation to thevocational education and training system;monitor and review vocational education and labour market research anddevelopments occurring at the international, national, State and local levels.The activities of the Branch include developing vocational education, train-

ing and employment policy that enhances the development of an effectiveVETE system; engaging in a range of educational research and evaluationactivities to ensure the relevance of VETE system; and researching bothemerging and future developments in economic and industry performance andstructure, and the inherent implications for employment and skill needs withinthe economy.

The Policy and Research Branch comprises three units:Labour Market Assessment Unit;Policy and Projects Unit; andEducational Research Unit.

The Branch originally comprised the Labour Market Assessment Unit andthe Policy and Projects Unit, however in April 1992 the Educational ResearchBranch, which had been a third sub-program within the Division, was renamedthe Educational Research Unit and incorporated into the Policy and ResearchBranch structure.

Major developments and significant achievementsQueensland Government Youth PolicyThe Policy and Research Branch, on behalfofDEVETIR, is participating in theQueensland Government Youth Policy Project by contributing to the produc­tion of a Focus on YOuth discussion paper and the subsequent development of aQueensland Government youth policy. In February this year a youth policyreference group was established to oversee the development of the discussionpaper.

VETEC social justice policyIn February, 1992 VETEC decided to proceed with the development of a socialjustice policywhich would provide clear principles and guidelines within whichall providers of vocational education, training and employment services couldoperate. A special reference group, established to oversee the development ofthe social justice policy discussion paper, comprises officers from TAFETEQand other key agencies.

VETEC will be seeking widespread comment on the discussion paper in thesecond half of this year.

AEC report on post-compulsory education and trainingThe Australian Education Council report YOung People's Participation in Post­compulsory Education and Training (Finn review) , released inJuly 1991, examinedthe nature and patterns of young people's participation in post-compulsoryeducation and training in Australia.

The major themes of the Finn review include the increasing convergence ofgeneral education and vocational education; increasing education and trainingopportunities for young people in Years 11 and 12 or equivalent and for post-Year12; identifying and developing assessment and reporting frameworks foremployment-related key competencies which all young people should attain;and determining the appropriate roles and responsibilities ofschools and TAFEin the provision of post-compulsory education and training.

Officers from the Policy and Research Branch have been involved in thefollowing activities:B> the preparation of a submission detailing Queensland's position with regard

to each ofthe Finn review recommendations, as well aslikely implications andoutcomes for DEVETIR and the Department of Education, and the State.Intensive consultations with education, vocational education and trainingstakeholders were conducted as part of this project; andthe determination of roles and responsibilities of the Department of Educa­tion and DEVETIR for the provision of post-compulsory education andtraining, as recommended in the Finn review. This project has also involvedofficers from TAFE-TEQ and the Department of Education.Further exploration of the issues associated with determining appropriateroles and responsibilities is currently occurring.

Targets for the education and training of youth to the year 2001In response to targets suggested in YOung People's Participation in Post-compulsoryEducation and Trainingand in The Australian Vocational Certificate Training System,

officers of the Policy and Research Branch have worked with the EducationDepartment to establish targets for the education and training of Queenslandyouth to the year 2001, for consideration by the Government. Acceptance of thetargets will have considerable funding and resource implications for both Stateand Commonwealth Governments.

Commonwealth funding offer for TAFEThe Policy and Research Branch has been involved in negotiations with theCommonwealth and State/Territory Governments over the future of fundingarrangements for the TAFE sector. The recommendations contained in theFinn review relating to participation and attainment targets for post-compulsoryeducation and training and funding options sparked intense discussion anddebate over TAFE's capacity to meet these targets and the levels of fundingwhich will be required to achieve them.

The Commonwealth's offer to assume funding responsibility of the TAFEsector was announced as part of the Prime Minister's "One Nation" reformpackage.

Consultancy stlilly of apprenticeship/lraineeship systemsAs a result of concern over the diminishing level of apprenticeship commence­ments, the Branch facilitated the conduct of a study into the apprenticeshipsystem in Queensland. Reark Research Pty Ltd was engaged to conduct a surveyofcurrent, previous and potential employers of apprentices. Some of the aims ofthe study were to:'" determine the principal reasons why employers engage apprentices;

investigate factors inhibiting the employment of apprentices;'" investigate and evaluate employer experiences in and attitudes to the appren­

ticeship system and its features; andobtain employer intentions regarding apprentice employment during thenext two years.

Development of the labour market databaseThe Branch is continuing to further develop its labour market database.Negotiations are also underway to utilise Treasury's economic models to assist in

Study of the white collar labour forceA consultant has been chosen to undertake a study of the white collar labourforce in Queensland. The Policy and Research Branch has identified this sectorfor investigation due to its being one of employment growth, and one wheresignificant vocational education and training resources are expended.

National CST pilot projectThe Policy and Research Branch completed a national CBT pilot project in 1991which was partially funded by the Department of Employment, Education andTraining. The project, "Assessment models appropriate for competency-basedtraining and their relationship to teaching and learning approaches", exam­ined various issues relating to assessment and CBT. The project included thecompletion of five case studies which examined CBT and assessment indifferent "real life" contexts including public and enterprise-based providers oftraining. Major findings emanating from the project were presented at anational CBT conference held in November 1991 at the National Centre forCompetency-Based Training in Melbourne.

Qualifications committees - Home Building ReviewThe Home Building Review, conducted for the Minister for Housing and LocalGovernment, recommended, inter alia, that:

a system of licensing be introduced for non-builder contractors working inthe domestic building industry;qualifications committees be convened to address suitable levels of qualifica­tions to be held by persons seeking non-builder contractor licences in variousoccupational areas in the industry - it was intended that the qualificationsinclude consideration of scope of work covered by the licences, technicalqualifications, managerial ability, financial requirements, fame and charac­ter, transitional arrangements, supervisors' licences, minimum monetaryvalue of work covered by a licence, and whether the licences should berestricted to the domestic building sector or extend to the entire industry.Resulting from a request to the Minister for Employment, Training and

Industrial Relations to convene these committees, the then Bureau of Employ­ment, Vocational and Further Education and Training and, subsequently, theOffice ofVETEC, established qualifications committees to make recommenda­tions with respect to the qualifications necessary to be held by applicants fornon-builder contractor licences.

Each of these committees has finalised recommendations on the qualifica­tions necessary to gain a contractor licence in their respective areas and therecommendations have been referred to the Queensland Building ServicesBoard.

Proposed industry placement legislationIn February 1991, the then Training Executive appointed a working party toexamine legislative strategies for work experience in structured vocationaleducation and training programs.

In October 1991, the working party presented its report, which recommendedlegislation be enacted to cover industry placement for students in vocationaleducation and training programs.

The proposed legislation would cover:unpaid industry placement arrangements up to 240 hours;paid industry placement arrangements in excess of 240 hours under atraining contract;conditions for approval of such arrangements;worker's compensation cover for students on industry placement; andindemnity insurance cover.The industry placement legislation is based on a discussion paper which was

circulated to a wide range of stakeholders and the community.

Labour market data links with government and industry training bodiesTo assist in reliable labour market predictions, officers of the Policy andResearch Branch have established links with government and industry trainingbodies that will facilitate the collection, analysis and distribution of labourmarket and other training-related data.

Review of CST implementationCompetency-based training is a major element in the reform of the trainingagenda both in Queensland and nationally. To promote the effective introduc­tion ofCBT, the Policy and Research Branch initiated a review ofits implementa­tion across Queensland.

This review was conducted during 1991 by collecting information from across-section ofparticipants in CBT including teachers, trainers, administrators,

employers and students. The review sought to highlight the progress so farachieved in implementing CBT and to identify areas where additional effortwasrequired. The findings of the review will be used to develop policy and supportthe further development and implementation of CBT.

High school Applied Studies ProgramThe Applied Studies Program is a joint co-operative program operating acrossthe Toowong State High School, the College of Tourism and Hospitality andSouth Brisbane College of TAFE. A two-year program of study for Seniorsecondary students, it consists of a range of vocationally-oriented core andelective subjects. The Program commenced at the beginning of 1991 and iscontinuing again this year. The Policy and Research Branch conducted a reviewof the first year which examined the nature and goals of the Program, positivefeatures, barriers to implementation, teachers' issues and major student out­comes. Findings from the review will be used to assist the further implementa­tion of the Program.

Rural training school reviewThe Policy and Research Branch is providing support to VETEC's review ofrural training schools in Queensland for the purposes of examining:

current and future relevance of rural training schools;efficiency of resource allocation;relationship of rural training schools to other providers ofvocational educa­tion and training;

II> the role ofrural training schools in servicing the rural community in general;future role of rural training schools; andmost appropriate structure for administration.

Amarketing and communication strategy for VETECVETEC has recognised the need for a marketing and communication strategyto promote vocational education and training as a high quality, high statusalternative to higher education, which is important to industry, young peopleand the community generally.

The Policy and Research Branch is currently preparing the terms ofreferencefdracdnsultartcywhich will include the commissioning of a professional todevelop the VETEC marketing and communication strategy.

The major aims of the marketing and communication strategy are to:II> promote the total vocational education, training and employment system

(including TAFE, private, community and enterprise-based providers) to thecommunity by emphasising and focusing on the outputs or products of thesystem (including various programs and apprenticeships and traineeships),highlighting how the system will benefit people by obtaining and acquiringrelevant skills and satisfying careers, and focusing on the benefits foremployers, and the economy as a whole, from the system in terms of a highlytrained workforce and increased productivity and competitiveness;

II> promote community awareness by involving stakeholders in strategic policydevelopment for the system through ongoing debate and discussion of issues;promote VETEC as a major player in the vocational education, training andemployment system.

Mutual recognitionThe Policy and Research Branch has been involved in ongoing work on mutualrecognition of professions, which is one of a number of initiatives aimed ateliminating regulatory impediments in a national market ofgoods and services.

The timetable for the introduction of mutual recognition was revised at theMay 11, 1992 Heads of Government meeting. It is proposed that States andTerritories enact their necessary legislation by October 31, 1992, and thatCommonwealth legislation, which will automatically override any State orTerritory laws or regulations that are inconsistent with the principles of mutualrecognition, be enacted byJanuary 1, 1993.

Performance indicatorsCurrency and comprehensiveness of vocational education, trammg andlabour market research and development information available to clients.Level of stakeholder satisfaction with research, policy and initiatives for thevocational education, training and employment system.Level of private sector expenditure on vocational education and training asdollar expenditure and as a proportion of total public and privateexpenditure.

~ Level of stakeholder satisfaction with structured entry-level training.~ Number of participants in structured entry-level training.

Proportion of industries/occupations covered by entry-level trainingarrangements.

~ Level of stakeholder satisfaction with review and evaluation of vocationaleducation, training and employment system.Level of satisfaction of Minister and other stakeholders with advice concern­ing issues and strategies.

Measure of performanceIn the past 12 months, 29 proposals were received under the Training Develop­ment Program. All of these were investigated and 11 were funded, at a total costof $834,454. Forty-nine applications were received under the Innovative Train­ing Program with 27 being funded at a total cost of $405,075.

A new skill centre was established for the hospitality industry with assistancefrom the Skill Centre Program. The Program continued its commitment to theongoing establishment of the Plastics Skill Centre. The Program also assistedindustry organisations to undertake feasibility studies and training needsanalysis with a view to establishing skill centres in the road transport, water andsurface finishing industries.

The Division contributed to the national policy development of the Aus­tralian Vocational Certificate Training System and has examined opportunitiesto trial the new structured entry-level training arrangements.

Development of an entry-level training arrangement which encompasses thenew entry-level training principles will be piloted in the Queensland ElectricityCommission.

Officers have participated in discussions and program development forspecial trade training arrangements in four industries - automotive, buildingand construction, hospitality, and metals.

Policy formulation and analysis within the Division included the developmentof a VETEC social justice policy, participation in the Queensland GovernmentYouth Policy Project, analysis of the impact of the Finn review recommenda­tions, support for the review of rural training schools in Queensland, andinvestigation into the diminishing level of apprenticeship commencements.

The Division continues to further develop its labour market database to assistin analysis and forecasting of VETE training responses to needs.

Forward plansFurther trials of the entry-level training arrangements for the AustralianVocational Certificate Training System.Development of further industry-based training arrangements andstructures.Research projects will include comprehensive studies of the white-collar andmanufacturing sectors; investigation of all industry sectors within Queens­land to prioritise training needs; development of a curriculum policy for theQueensland VET system and a review of National Metals EngineeringCurriculum (NMEC) modules offered in secondary schools.Priority areas under Divisional programs in 1992/93 will be: competency­based training; entry-level training; joint ventures with industry; alternativedelivery systems; recognition of training; and support for industry-basedinitiatives.

Division of Accreditation, Certification and Recognition

The Accreditation, Certification and Recognition Division, under the guidanceof the Accreditation Council, administers Queensland's recognition of trainingsystem, which involves:

accreditation of courses leading to the awards of certificate, advancedcertificate, associate diploma and diploma;recognition of training programs and short courses;registration ofproviders to offer accredited courses, and recognised trainingprograms and short courses;administration of vocational education and training credentials;monitoring of the quality of outputs from providers; andinforming clients of the range of services offered and the advantages ofutilising such services.

Goals

responsive recognition of training system.

Program strategiesDevelop and implement appropriate policy and procedures for the accredita­tion of credentialled courses, recognition of training programs and shortcourses, registration of providers, consistency of credentials, and promotionof services.Establish and maintain an environment which allows for mutual respect andco-operation between the Division and providers ofvocational education andtraining, and between the Division and other accrediting bodies.Provide adequate human, physical and information systems to ensure anefficient and effective service to clients.Inform stakeholders of new and on-going developments in the accreditation,certification and recognition of vocational education and training.Participate in the reviewing and updating of national nomenclature, creden­tials and recognition systems.Co-operate with the industry training advisory bodies in their role as adviserson vocational education and training, and involve them in the recognition of

approved training organisations, accreditation of credentialled courses, andrecognition of training programs and short courses.

Major developments and significant achievements

Major developments have occurred on the national scene with the develop­ment of the National Framework for the Recognition of Training (NFROT).With the signing of the NFROT Agreement by all Ministers of vocationaleducation and training (State, Territory and Commonwealth) , formal recog­nition will be given to all accredited courses and recognised trainingprograms across Australia where such courses/training programs areaccredited/recognised under the terms and conditions of the Agreement.This will result in students gaining credentials or statements of attainmentwhich bear the national recognition of training logo, and which will berecognised throughout Australia.

.. Significant input was made to the development of a new Australian creden­tials system which will make it more relevant to existing and future trainingrequirements both within Australia and overseas.

.. New policies have been developed for a significant area oftraining which hadnot been catered for previously the recognition of short courses offered bycommercial, community and enterprise providers.

.. The Policy and Procedures Manual has been reviewed and updated to incorpo­rate the changes required by national developments, and a new, highlycompetitive Schedule of Charges developed.

.. Eight one-day accreditation workshops have been held to assist providers inthe documentation of their courses. A total of 121 has participated.Ten information sessions have been held to assist providers in the preparationof their applications for ATO status. These sessions were attended by 176

people.Formal audits of approved training organisations, ratification certificationprocesses and course implementation have been implemented.

.. A State-wide marketing strategy is being developed, including the productionof a series of user-friendly brochures, to ensure that clients and potentialclients are aware of the range of national and State recognition services thatare offered, and the advantages of these services to them.A series of seminars will be conducted throughout Queensland to informclients about the implications and advantages to them of the NationalFramework for the Recognition of Training.

Performance indicators

Level of client satisfaction with accreditation, registration and recognitionprocedures.

.. Average elapsed time to provide accreditation, recognition and registrationservices to clients.Average cost and revenue generated to provide accreditation, recognitionand registration services to clients.

.. Number of providers offering accredited courses/recognised training pro­grams/recognised short courses - TAFE-TEQ colleges, commercialproviders, enterprise providers, and community providers.Number of applications and the success rate for accreditation, registrationand recognition.Compliance with the National Framework for the Recognition of TrainingAgreement.

Level of client satisfaction about information on accreditation, recognitionand registration.

~ Level of satisfaction of industry training advisory bodies about their involve­ment in Approved Training Organisation status and other recognitionprocesses.

Measure of performanceAn updated register of accredited courses and ratified locations was pub­lished in October 1991.In the past 12 months, 67 major award courses were accredited, 213 locationsratified to offer these and other accredited courses, and 71 training organisa­tions received Approved Training Organisation status. These numbers areexpected to increase substantially during the next 12 months.Formal audits were introduced in the second half of 1991. Four ApprovedTraining Organisations were audited; three audits of the ratification cer­tification process were conducted; and the implementation of20 major awardcourses was audited.

Forward plansThe national and State marketing strategies will be implemented. Suchstrategies will include the dissemination of brochures and the conducting ofseminars in various parts of the State.An independent audit will be conducted of the implementation of theNational Framework for the Recognition of Training, six months after itscommencement. This could result in further changes to policies, proceduresand the Schedule of Charges, in the interest of ensuring that clients' nationalrecognition needs are being met in an even more efficient, effective andresponsive manner.

Matters of interest to special interest groupsThe recognition of procedures used by the previous Australian Council ofIndependent Business Colleges has been extended to the procedures used by

Approved Training Organisation status.Flying schools now receive an accelerated processing through the recogni­tion of Civil Aviation Authority procedures for the accreditation of coursesand registration of providers.Negotiations are underway with the Australian Hospitality Review Panel torecognise their procedures as equivalent to some of those required in theaccreditation of credentialled courses, the recognition of training programs,and the registration of providers.Regular meetings on both a State and national basis have been held withrepresentatives ofSkillshare organisations and DEET to promote the recogni­tion of training provided by those organisations.The recognition of training programs and short courses will provide a much­needed service for providers, particularly enterprise and communityproviders.The new Schedule of Charges represents a significant general decrease incharges to clients, particularly to providers who do not charge fees. Again, thisshould provide a tangible incentive, for enterprise and providersin particular, to ensure that their training is nationally-recognised training.

Division of Planning and Resource Allocation

The Division provides support for the State Planning and Development Councilwhich, in turn, furnishes advice to the Commission.

Program goal

To provide vision and strategic direction for the vocational education, trainingand employment system and to advise on the acquisition and allocation ofresources to achieve stated performance targets.

Program strategies

Establish and maintain a quality planning, resources and monitoring systemwhich sets vision and strategic direction for development ofa desirable futurefor the VETE system.Develop a VETE strategic plan which has a high level of commitment bystakeholders.Develop and maintain a strategic plan for the Vocational Education, Trainingand Employment Commission.Establish and maintain a public resources acquisition and allocation systemwhich has a high level of acceptance by m<yor stakeholders.Develop and arrange the collection ofdata for a set ofperformance indicatorswhich will monitor the success of the VETE system in meeting the needs ofvanous groups.Improve the quality ofplanning advice provided to the Commission from theadvisory network.

~ Provide policy and planning advice and information concerning the voca­tional education, training and employment system.Draw up, negotiate and monitor resource agreements between the Ministerand TAFE-TEQ rural training schools, private providers, communityproviders, and ITABs for the provision of services via public funding.Establish organisational arrangements, work practices and culture whichenhance the effectiveness of the Commission in achieving its mission.

Major developments and significant achievements

During the year, vision and strategic directions for the vocational education,training and employment system have been formed.

One of the major achievements was the development of the Plan for the

Development of the Vocational Education, Training and Employment System ofQueens­

land. The Plan covers all major components ofthe system and sets missions, goalsand strategies for the total vocational education and training system in thecontext of State and national social and economic goals. Briefly, the system'sgoals are:~ the development of a vocational education and training strategy led by

business, industry, community, union and government stakeholders;the delivery of vocational education, training, and employment serviceswhich enhance the development ofa desirable social and economic future forthe State;the improvement of access to vocational education and training by groupspresently under-represented;

the improvement of the quality ofvocational education, training and employ­ment programs available to clients; andthe acceptance of the commitment to the value of vocational education and

training as an investment.

Resource allocationThe functions of the Commission and the State Planning and DevelopmentCouncil include advice to the Minister on priorities concerning the effectiveapplication of government funding in the area of vocational education andtraining and employment services. Towards this end, the Commission has,during the year, raised a number of resource allocation issues which are in theprocess of resolution. These include:

those broad principles which should be adopted as the basis for the resourceallocation and Budget advice provided by the Commission;the establishment of criteria for the allocation of public resources;the use of criteria in public policy decision-making and resource allocationacross dissimilar program areas involving multiple interdependent variables;the sharing of the cost of vocational education, training and employmentservices between individual users, organisational users and government; andthe development of sound information on the vocational education, trainingand employment service needs of the labour market as a basis for futuredecision-making on the allocation of public sector resources.The resource allocation models which are being developed by the Commis­

sion are aimed at arranging the best possible marriage between the needs ofindustry and client demands for VETE services to the economic and socialbenefit of the State.

VETE system performance indicatorsOne of the major goals of the Division is the development and arrangement ofthe collection of data for a set of performance indicators. Performance indica­tors allow critical judgements to be made of the success of the system. TheDivision has undertaken the establishment and monitoring of performance

The goals and rationale established in the Plan for the Development of theVocational Education, Training and Employment System identify areas for thedevelopment of performance indicators.

Industry training advisory bodiesITABs play a vital role in providing strategic advice to VETEG Under theVocational Education, Training and Employment Act, ITABs are recognised as theprincipal source of industry advice to the Commission in relation to mattersconcerning vocational education and training. Queensland ITABs form part ofa national industry training advisory body structure comprising 25 nationalbodies, each standing for a designated industry, with 111 State bodiesthroughout the Commonwealth representing designated industries within theirparticular State.

In Queensland, there are currently 19 industries represented by ITABs: arts;automotive; community services; construction; electrical and electronics; fish­ing; forest; food processing; furniture; local government; metals and engineer­ing; mining; personal service; plastics; printing; road transport; rural; C~l'U'L~"',

clothing and footwear; and tourism and hospitality.

There are a further eight ITABs in various stages of development includingamenity horticulture; interim chemical and oil; health; marine; aviation/aerospace; fitness, sport and recreation; retail; and water.

An important strategic role of the ITABs is to provide information aboutneeds and opportunities in their particular industries.

Ongoing consultation between the ITABs and the Division of Planning andResource Allocation has resulted in the development of guidelines to assistITABs in their role of providing advice on training needs and priorities. ITABsare now developing rolling strategic plans for their particular industries, andmaking annual submissions to the Department which assist the State Planningand Development Council in its recommendations regarding allocation ofpublic resources for vocational education and training in Queensland.

ITABs reviewA review of the industry training advisory bodies was initiated during the yearwith the aim of increasing their effectiveness. In conjunction with the ITABsthemselves, the review will look at the operations, representation, resourcing,marketing and promotional responsibilities and other important aspects of theITABs. The reviewer expects to complete the project early in the new financialyear.

It is anticipated that the review will bring about better linkages between theITABs and the Commission as well as making the ITABs more effective.

Industry Liaison Unit

The Industry Liaison Unit operates within the Division and provides generalliaison between the existing ITABs and the Commission. As part ofthis role, theUnit is heavily involved in facilitating the development of new ITABs inidentified industry areas. The Unit works closelywith officers from the IndustryTraining Division of DEET in this ongoing process.

Environmental Scan

The Environmental Scan for the Commission focuses on issues such as:global trends - economic issues: changing political factors and ensuingimpacts on the scope and delivery ofVETE;

~ national thrusts including micro-economic reform, economic priorities andsocial justice issues;recommendations of national reports of significance and their relationshipto the delivery of VETE services; and

~ national and State policy frameworks - political policy, and how they impacton the delivery of VETE services.

Private provider survey

During the year, the Division began a survey of private providers of VETEservices which are recognised Approved Training Organisations, or which haverequested or expressed interest in recognition with the Accreditation, Certifica­tion and Recognition Division, to obtain basic data relevant to all the DivisionsofVETEG

The survey, which is due for completion early in the new financial year, isenvisaged as a pilot for subsequent larger surveys of the total private providerpopulation. The survey canvassed issues such as the training provided byfield ofstudy, numbers enrolled, socio-economic profiling, individual versus corporatesponsorship of enrollees, numbers successfully trained, and the provision ofemployment placement services.

The apprenticeship system: Australian styleIn 1988 a history ofthe apprenticeships in general and the Queensland system inparticular was prepared by the then Department of Employment, VocationalEducation and Training. Published and issued free to interested organisationsand individuals, it proved popular in the absence of any other single publicationwhich detailed similar information. The history provided background materialto government employees, local historians, students, and the general public. Inlight of the nationwide demand for the publication, and new and rapiddevelopments in the VETE area over the last few years, the history has beenupdated and will be reprinted early in the new financial year.

Performance indicatorsStakeholder perception of the efficacy of the VETE plan.Level of private sector expenditure on vocational education and training asdollar expenditure, and as a proportion of total public and privateexpenditure.Level of public awareness of the VETE system and its services.Participation rates in vocational education, training and employment servicesby industry, region, equity target group, and type of provider.Meeting of planning, resource allocation and monitoring cycle timelines.Level of satisfaction of stakeholders with the VETEC plan and itsimplementation.Level of satisfaction of stakeholders with the allocation of public sectorresources to the vocational education, training and employment system.Establishment of a set of performance indicators to measure performance ofthe VETE system.Level of satisfaction of enterprise managers with vocational education andtraining planning for their industry.Proportion of industries and workforce covered by an industry trainingadvisory body.

~ Accuracy of quantitative and qualitative projections provided by the advisorynetwork.Level of satisfaction of industry training advisory bodies With the take up oftheir advice in planning and resource allocation.Level of satisfaction of clients concerning policy and planning advice.Extent to which public sector resource allocation is covered by resourceagreements.Level of satisfaction of stakeholders in effectiveness of resource agreements.Satisfaction of program employees With their work.Proportion of equal employment opportunity target groups in programworkforce.Level of client satisfaction with quality of services provided by the program.

Forward plansThe Division is examining a number of important VETE issues. These includethe development of a series of models and policies for:

making decisions across industry and interest group areas;projecting long-term demands for vocational education and training require­ments by industry and locality;balancing demand and supply for vocational education services;

striking the appropriate balance of private and public provisions of voca­tional education and training; and

~ funding of VETE services.Other areas which will be the subject of consideration and examination in

the new financial year include:infrastructure planning, taking account of industry and private facilitieswhich can be used for training;working more closely with ITABs in planning and priority-setting for thedelivery of vocational education and training services;

~ additional ITABs to be established in line with recommendations comingfrom the ITAB review; andimproved data collection to provide information about private institutionaland enterprise training.

Secretariat and Office Management Unit

The Secretariat and Office Management Unit provides secretariat support forVETEC's consultative forums, and executive support for participation by seniormanagement in national forums pertaining to employment, vocational educa­tion and training. The Unit also provides administrative, secretariat andexecutive support to assist the Chairperson, General Manager, Commissionerfor Training and Division directors in the performance oftheir day-to-day dutiesand responsibilities. Such support includes the co-ordination of policy adviceacross divisions.

The Unit also plays a key role in planning and co-ordinating meetings ofVETEC and its Councils.

Program goal

To provide the secretariat, administrative and executive support to VETEC andits sub-committees and to the General Manager, Commissioner for Training,and the Office ofVETEC.

Program strategies

1. Establish and maintain quality systems to support VETEC and its sub-­committees.

2. Establish and maintain quality systems for providing support for the GeneralManager and the Commissioner for Training.

3. Establish and maintain office systems for the Office of VETEC.4. Design and implement an organisation development project to maximise the

efficiency and effectiveness of the Office of VETEC.

Major developments and significant achievementsThe Unit has:

provided the support framework for the Commission and its StandingCommittees;provided executive support for Queensland's participation in peak nationalforums;

~ provided executive support for working parties and the establishment ofATSIC VETE; and

~ provided support to and facilitation ofoutcomes of the VETEC ManagementGroup;

prepared the necessary paperwork for the constitution of the Commissionand its standing committees;prepared VETEC's first budget in 1991/92 and implemented systems forbudget and financial systems management for the Office ofVETEC;facilitated action for the establishment of a computer network for theCommission;reviewed administrative systems within VETEC and commenced plans forthe introduction of a database and records management system for VETEC;and

~ established a database of the Commission's stakeholders which is used by allareas of VETEC for mailouts, including VETEC's newsletter, VETECOverview.

Performance indicators1. Extent to which deadlines are met.2. Level of satisfaction of clients with support services provided.3. Compliance ofadministrative and financial systems with audit requirements.

Measure of performanceThe Unit provided secretariat services to VETEC and its standing committees asfollows within predetermined timeframes and budget limitations, and in accor­dance with operating guidelines:

VETEC (8 meetings)State Planning and Development Council (6 meetings)State Training Council (6 meetings).Operating guidelines and meeting procedures were developed for VETEC

and its four standing committees.The Unit provided executive support for senior management's participation

in the following major national forums, within predetermined timeframes andbudget limitations, and in accordance with government policy and procedures:

Australian Education Council (AEC) (1 meeting)Ministers of Vocational Education, Employment and Training Council

Combined AEC/MOVEET (2 meetings)National Training Board (7 meetings)Vocational Education, Employment and Training Advisory Committee (6meetings)National Centre for Vocational Education Research (previously TAFENational Centre for Research and Development)Meeting of Board of Directors (2 meetings)Annual general meeting (1 meeting).The Unit implemented budget and financial reporting systems within estab­

lished timeframes and budget constraints, and in accordance with public serviceguidelines.

Forward plansThe Secretariat and Office Management Unit will monitor and review admin­istrative systems to ensure that they are:

responsive to VETEC's needs; andcomply with audit requirements.

These systems include:records management system;

~ financial and budget management system;database of activities, policies and projects undertaken by VETEC.

Acts administeredEmployment, Vocational Education, Training and Employment Act 1991

Resource allocation 1991-92Number of staff

Public service 48Wages 1

Budget $6,338,000

Overseas visits and visitorsNew ZealandInJanuary 1992, Mr Neil Costa, then Manager, Educational Research Branch ofthe Division of Research and Development, travelled to New Zealand on behalfof the General Manager to attend an international conference on the recogni­tion and certification of training. The conference was particularly beneficial inproviding information for the further development ofQueensland and nationalpolicy on accreditation, certification and recognition.

To gain maximum return from his visit, Mr Costa also consulted with officersfrom the New Zealand Qualification Authority, the Ministry of Education,officers administering the apprenticeship system and officers delivering voca­tional education and training.

These meetings related directly to VETEC's policy-formulating respon­sibilities at both the State and national levels.

Germany and ThailandIn November 1991, Mr Harry Hauenschild, Commissioner for Training, wasdeputy leader of a delegation of 15 Australian representatives who participatedin a study tour to Germany to examine vocational education and training. Thestudy tour was, in part, sponsored by the Carl Duisberg Gesellschaft e. V. which isentrusted by the German Federal Ministry of Education and Science with thetask oforganising an exchange program for specialists in the field ofvocationaleducation.

The study tour incorporated visits to the Federal Ministry of Education, theStanding Conference of the Lander Education Ministries, the Federal Institutefor Vocational Training, the umbrella organisation of the chambers of industryand commerce, a chamber of manufactures, joint training centres, the Centrefor Vocational Training and Advancement, the Federal Labour Office, tradeunions, a part-time vocational school, and individual companies.

Overall, the study tour was deemed to be highly successful. The informationgained was beneficial in terms of its applications in Australia. The linkagesmade with people and organisations will be most valuable in the future. Inaddition, the opportunities for mutual discussion and planning between groupmembers proved to be one of the benefits of the tour. This interaction willundoubtedly result in greater understanding and co-operation between keyplayers in Australia's training revitalisation.

A reciprocal visit will be made by a German group in October/November1992.

On his return to Australia, Mr Hauenschild visited Thailand to attend theAsian and Pacific Skill Development Programme Conference. The purpose ofthe Conference was to develop a strategic plan and work program for theensuing years. Whilst in Thailand, Mr Hauenschild also took the opportunity tomeet with senior officers of the International Labour Organisation RegionalOffice Asia and Pacific, the Department ofLabour, and its National Institute forSkill Development, to gain an insight into vocational education and trainingarrangements in Thailand.

In June 1992, an officer from the Tongan vocational education and trainingarea spent four days working with officers in the.AccI~ditation,Certificationand Recognition Division.

officesAs from 27 July, 1992 VETEC's locations will be:Head officeFloor 8, Forbes House30 Makerston StreetBrisbane QLD

Postal address:Locked Mail Bag 2234GPOBrisbane QLD 4001Telephone: (07) 227 5522Facsimile: (07) 2275544

Division of Research and DevelopmentFloor 7, Forbes House30 Makerston StreetBrisbane QLD

Postal address:

GPOBrisbane QLD 4001Telephone: (07) 2274883Facsimile: (07) 2275561

Financial Statements are incorporated in the Annual Report of the Departmentof Employment, Vocational Education, Training and Industrial Relations.

QEVET Board and its advisory council

Between July and September 1991, the Commission's predecessor, the Queens­land Employment, Vocational Education and Training (QEVET) Board and itsthree advisory bodies (the Priorities Executive, the Accreditation Council andthe Training Executive) continued in existence in an advisory capacity to theMinister in accordance with the Section 21 of the Employment, VocationalEducation and Training Act 1988-1990, under which they were constituted. Suchlegislation was repealed by the current Act. In addition, by virtue of a specialprovision in the new legislation, the Training Executive carried out certainstatutory responsibilities under the new Act until the State Training Councilcould be appointed.

The QEVET Board, whose membership remained in accordance with thatlisted in the Board's Annual Report for 1990/91, met on three occasions in thefirst three months of the current financial year. Its final meeting was onSeptember 26. The Board ensured that there was a smooth handing-over to theCommission.

Membership of the QEVET Board was as follows:

Mr Roy Wallace AM (Chair)Managing DirectorBureau of Employment, Vocationaland Further Education andTraining

Mr Harry Hauenschild AO(Deputy Chair)Commissioner for Training andPast President, Trades and LaborCouncil of Queensland

Mr Garth BurgeSecretary, Vehicle Builders Union

Mr Peter MillerDirector, Cairns Limousine Servicesand Chair, Cairns TAFE CollegeCouncil

Mr Max MiddletonGraingrower and livestock producerand Chair, South Queensland RuralTraining School Board

Professor Ron YoungPro-Vice-Chancellor, UniversityCollege of Central Queensland

Nominee of the Minister.

Nominee of the Minister as arepresentative of employees.

Nominee of the Minister as arepresentative of employees.

Nominee of the Minister as arepresentative of industry orcommerce.

Nominee of the Minister as arepresentative of industry orcommerce.

Nominee of the Minister forEducation.

Mr Bob McNamaraState Director, Department ofEmployment,Education and Training

Mr Ron BoyleDirector-General, Department ofBusiness, Industry and RegionalDevelopment

Mr Barry NutterActing Director-General,Department of Employment,Vocational Education, Trainingand Industrial Relations

Nominee of the CommonwealthMinister responsible for vocationaleducation and training.

Nominee of the Ministerresponsible for the administrationof the Industrial Development Act.

Ex officio.

The statutory roles of the Board were:l>" to advise the Minister on a vocational education and training strategy to

complement the State's economic development;to advise the Minister on matters relating to the accreditation of technicaland further education courses offered by State colleges and any other person,institution or body which, upon application, was deemed by the Minister tobe an appropriate technical and further education institution;to identify major employment, vocational education and training issues andto make recommendations to the Minister on policy directions appropriatethereto; andto advise the Minister on strategies and priorities for employment, vocationaleducation and training initiatives and the application of resources thereto.Special recognition must be given to the efforts and the contributions of the

members of the QEVET Board to vocational education and training in Queens­land, and the part they played in advising the Minister on the structure,funCtions etc:. ,fof theVocatioilal Education, Traihihgand Employment Com­mission and its standing committees.

A particular vote of thanks must be recorded to the Chairperson of the Boardand Managing Director of the former Bureau of Employment, Vocational andFurther Education and Training, Mr Roy Wallace AM, for his untiring anddedicated efforts. His long experience and extensive knowledge of the voca­tional education and training system was invaluable in developing the frame­work for the legislation and advisory structures now in place. Mr Wallace cameout of retirement in early 1990 to accept the position of Managing Director ofthe Bureau and Chairperson of the QEVET Board until the new structures wereintroduced.

The membership of the Board's three advisory bodies, the Training Execu­tive, the Priorities Executive and the Accreditation Council, as outlined in the1990/91 AnnualReportalso remained unchanged. Memberships ofthe PrioritiesExecutive and the Accreditation Council are set out below, and the membershipof the Training Executive appears in the section of this Report dedicated to theTraining Executive. Special appreciation must be recorded for the dedicationand efforts of the members of these bodies for t.~eir contributions to vocationaleducation, training and employment.

Membership of the Priorities Executive

Mr Harry Hauenschild AO (Chair)Commissioner for Training andPast President, Trades and LaborCouncil of Queensland

Mr Ian Barclay CBEDirector, Barclay Mowlem Ltd

Mr Adrian BloomfieldDirector, Metal Trades IndustryAssociation

Mrs Ann GarmsRestaurateur and Chair, College ofTourism and Hospitality Council

Mr Peter TaitChair, Queensland Distance Educa­tion College Community Council

Mr Don MartindaleSecretary, Trades and LaborCouncil of Queensland

Mr Tom BurtonSecretary, Printing and KindredIndustries Union andJuniorVice-President, Trades and LaborCouncil of Queensland

Mr Peter De MediciDirector, Industry Training,Department of Employment,Education and Training

Mr Peter HennekenExecutive Director, OperationsBureau of Employment, VocationalEducation and Further Educationand Training

Representing employees.

Representing industry and the ITCnetwork.

Representing industry and the ITCnetwork.

Representing industry and theCollege Council network.

Representing industry and theCollege Council network.

Representing employees.

Representing employees.

Representing the Department ofEmployment, Education andTraining.

Representing the Bureau.

Mr Stan SielaffExecutive Director, Planning,Development and ResearchBureau of Employment, Vocationaland Further Education andTraining

Representing the Bureau.

Membership of the Accreditation Committee

Professor Tom Dixon (Chair)Deputy Vice-ChancellorQueensland University ofTechnology

Mr Charles HalsteadChair, Restaurant and CaterersAssociation of Queensland

Mr Rayham FrancisMember, Queensland RuralIndustry Training Council

Mr Ron KeatingState President, AmalgamatedMetal Workers Union

Mrs Lea RapoportExecutive Director, QX Enterprises

Mr John Seary

TAFE

Mr Viv CaulfieldDirector, Division of CurriculumDesign and DevelopmentBureau of Employment, Vocationaland Further Education andTraining

Mr Peter HennekenExecutive Director, OperationsBureau of Employment, Vocationaland Further Education andTraining

Representing higher education.

Representing industry/business.

Representing industry/business.

Representing industry/business.

Representing the wider community.

Representing college directors.

Representing the Bureau.

Representing the Bureau.

While the QEVET Board, Priorities Executive and Accreditation Committeeheld their final meetings in September, the Training Executive continued inexistence under Section 5.2 (2) of the Employment, Vocational Education andTraining Act. In accordance with that Section, the Training Executive wasempowered to perform the functions of the State Training Council until suchCouncil was constituted from December 2, 1991. A report on the operations ofthe Training Executive is therefore included following that ofthe State TrainingCouncil.

During its final three months, the Board's prime objective was to oversee theestablishment of the Commission and ensure that any outstanding issues werefinalised or brought to the stage where they could be smoothly handed over tothe Commission and the new advisory structure. In addition, the followingm~or issues were considered by the Board:

recommendations on the provision ofchild care facilities in TAFE colleges to1994;curriculum projects in progress;a proposed ATSI Primary Health Care Associate Diploma;training for the maritime/marine industry;training for the textile, clothing and footwear industry - the Board hadpreviously endorsed a Diploma of Art (Fashion) to be offered at the MtGravatt College ofTAFE which was subsequently accredited and introduced;revision of the manual covering Approved Training Organisation status,course accreditation, and college ratification procedures - it was recognisedthe manual would require further ratification after the new legislation wasintroduced;

~ review of the annual Awards function;consultation and input with regard to the Department's 1991/92 budget,particularly concerning colleges - this input was primarily by way of theresults of annual submissions received from ITABs on vocational educationand training requirements for their respective industries;

~ the establishment of a Queensland Mineral Industries Studies Centre at theRockhampton College of TAFE from 1992;a proposal for the development of a program of study for the entertainmentarts areas;the introduction of the Training Development Program;accreditation of courses - in order to minimise time delays with accredita­tion issues between the cessation of the Board and its structure, and theconstitution of the Commission and its Councils, the Board delegated itsaccreditation functions to the Chairperson of the Board up to and includingOctober 25, 1991.

Training Executive

The Training Executive was established on April 3, 1989, being constitutedunder Section 24 of the Employment, Vocational E.aucation and Training Act 1988.With the proclamation of the Vocational Education, Training and Employment Acton October 28, 1991, the Training Executive continued to operate with thefunctions of the State Training Council under that legislation until the constitu­tion of the Council on December 2, 1991. On this date, under the provisions ofSection 5.2 (2) of the Employment, Vocational Education and Training Act, theTraining Executive was then dissolved.

After its dissolution, ongoing issues were subsumed by the State TrainingCouncil under the provisions of the vocational education, training and employ­ment legislation, and are continuing to be developed.

FunctionsThe functions and powers of the Training Executive as provided in thelegislation were:

to advise the Queensland Employment, Vocational Education and TrainingBoard on policy matters with respect to apprentices, trainees and othertraining systems;to administer indentures and training agreements;to make determinations and audits on all matters with respect to apprenticesand apprenticeships and to other skilled employees and their training;to determine entitlements to certificates and, where appropriate, arrange theissue ofcertificates indicating the training undertaken and the qualificationsof persons who complete courses of training approved by the TrainingExecutive, or satisfy the Training Executive of their entitlement to suchcertificates, and to administer the registration or recognition of vocationaleducation and training establishments.

MembershipThe membership of the Training Executive upon dissolution was:

Mr Harry Hauenschild AO, Chairman, Commissioner for Training;Mr Wally Dearlove, nominee of the Minister as a representative of employers;Mr John Heussler AM, nominee of the Minister as a representative ofemployers;Mr Adrian Bloomfield, nominee of the Minister as a representative ofemployers;Mr John Agnew, nominee of the Minister as a representative of employers;Mr Garth Burge, nominee of the Minister as a representative of employees;Mr Tom Burton, nominee of the Minister as a representative of employees;Mr Ken Low, nominee of the Minister as a representative of employees;

II" Mr BbbHehricks,hbll1ineeofthe Minister as a representative ofemployees;Mrs Lorraine Martin, nominee of the Minister involved in a private trainingestablishment;Vacant - Executive Director, TAFE (ex officio) ;Mr Brian Hutchison, nominee of the Minister as a Director of a TAFEcollege;Mr Peter De Medici, nominee of the Commonwealth Minister responsible forvocational education and training.

Major developmentsAs a result of its approval in 1990/91 of a pilot program involving high schoolsdelivering modules in Certificate of Engineering CNlOO, the Training Execu­tive visited selected high schools to inspect facilities and co-ordination ofdelivery of modules.

The Training Executive subsequently endorsed the establishment of co­ordination committees to ensure that the schools involved had every assistanceto deliver modules to the standard required.

Proportion of apprentices to tradespersonsBased upon the results of a survey of peak employer bodies and trainingauthorities in other States, the Training Executive reviewed the proportionarrangements of apprentices to tradespersons in Queensland.

It decided that the general proportion of two tradesmen to one apprentice bechanged to a general proportion one tradesman to one apprentice. Thisarrangement does not override the existing arrangements for proportions inspecific trade areas which are separately established under regulations.

New structured entry-level training system for AustraliaThe Training Executive examined the draft position paper A New Structured

Entry-level Training System for Australia. Its comments were taken into account bythe Employment and Skills Formation Council in the development of its reporton the Australian Vocational Certificate Training System.

Approved Training Organisation status applicationsTwenty-six organisations were granted Approved Training Organisation status.

Certificate of Engineering off-the-job training programsThe Training Executive approved a program for the Electrical Stream ofCertificate of Engineering CNlOO, consisting of five sub-streams.

In addition, it approved a program for Stages 1 and 2 in the ElectronicsStream.

Pre-vocational Course in Engineering and ConstructionThe reviewed Pre-vocational Course in Engineering and Construction CN088was approved by the State Training Council, subject to the condition that thetotal period of the three phases of the program be 34 weeks and that theminimum requirement be 28 weeks, based upon direct entry to Phase 2, with nodirect entry to Phase 3.

Work experience in structured vocational education and training programsThe Training Executive monitored the development of legislation to cover workexperience in structured vocational education and training programs. It recom­mended to the Minister that such legislation be implemented and, with theendorsement of the Vocational Education, Training and Employment Commis­sion, a draft of the proposed legislation, to be known as the VocationalEducation

and Training Industry Placement Act, was submitted to the Minister for hisconsideration.

Apprenticeship intake issuesThe results of an ad hoc survey which had been undertaken to address shortfallsin apprenticeship intakes were considered by the Training Executive, and anumber of recommendations for consideration were endorsed. They included:

priority to hastening the pace of implementation of competency-basedtraining in trade areas;trialling of varied college attendance patterns in accordance with industrypreferences; andthe proposal for a research project to investigate reasons for the shortfall inintakes.

Engineering Production CertificateThe Training Executive approved the introduction of the Engineering Produc­tion Certificate to address the training of persons employed in non-tradeproduction areas within the engineering industry.

The program was developed with the assistance of the Metal Trades IndustryAssociation.

Gas industry training review and labour market studyAs a result of the Training Executive's decision to approve a review of thetraining needs of the gas industry in Queensland and college resourcing tomeet these needs, a working partywas formed and submitted recommendationsto the Training Executive for consideration.

The Training Executive endorsed the recommendation of the report, subjectto advice from the Construction Industry Training Council that all relevantconsultations had taken place.

Flexible trade training proposalThe Training Executive initiated a proposal for a flexible trade trammgprogram to address the downturn in apprentice intake, the introduction ofCBT,and moves towards a more flexible entry-level training system.

The principle was endorsed, and members of the Training Executive tookpart in consultations to develop the program for further consideration.

Produced by Promotional Services Unit for the Office of VETEC

Locked Bag 2234, GPO Brisbane, OLD 4001

Telephone (07) 227 5522

Facsimile (07) 227 5544.

V. R. Ward, Government Printer, Queensland-1992

137797