The document discusses Australia's vocational education and training system and e-learning strategies. It provides an overview of the Australian vocational education system and outlines some of the government's reforms, including introducing a national regulator and industry initiatives. It then discusses Australia's investments in a national broadband network and how e-learning strategies from 2000-2011 focused on capability building, client engagement, and integration. Finally, it presents Australia's National Vocational Education and Training E-Learning Strategy from 2012-2015, which has the vision of a globally competitive training system underpinned by e-learning. The strategy has three goals: leveraging the national broadband network, workforce development through innovative training solutions, and expanding access and participation through targeted e
Recognition of Prior Learning (RPL) is the generic term for learning assessment mechanisms such as Accreditation of Prior Learning (APL) or Advanced Academic Standing, which are used within Higher Education Institutions to describe the awarding of credit/exemptions to applicants on the basis of demonstrated learning that has occurred prior to admission.
The OECD (2008, p.50) reported that ‘demand for RPL is latent in Ireland and once employers and workers are well informed about RPL, interest is generally high’. Furthermore, Hunt (2011, p.55) stated that ‘RPL is particularly important as flexible and workplace learning opportunities expand. A national framework for RPL must be developed, based on the expertise and experience already built up in the higher education institutions. Progress in this regard will help to shift the emphasis from educational inputs towards learning outcomes. This student-centred philosophy lies at the heart of the National Framework of Qualifications (NFQ).’
The Connacht Ulster Alliance (GMIT, IT Sligo and LYIT) initiated a project to inform, support and facilitate Irish or international applicants in applying for RPL to gain entry onto a programme or seek exemptions from parts of a programme.
A dedicated web portal (www.myexperience.ie) was created to provide relevant information on RPL through short videos and text. The website defines the different mechanism of RPL assessment, provides details on the process and links to the CUA e-Portfolio tool. The actual e-Portfolio tool was created in Moodle as this provides for assessment of learning. As a paperless tool, it provides an electronic submission of evidence and allows the learner to submit their portfolio in a sequence of stages resulting in the creation of a professional RPL portfolio. The e-Portfolio of evidence includes: certified learning; experiential learning; references; work experience outputs and motivational statements.
This tool offers a national solution for RPL applicants and has the potential to provide for digital badges.
Recognition of Prior Learning (RPL) is the generic term for learning assessment mechanisms such as Accreditation of Prior Learning (APL) or Advanced Academic Standing, which are used within Higher Education Institutions to describe the awarding of credit/exemptions to applicants on the basis of demonstrated learning that has occurred prior to admission.
The OECD (2008, p.50) reported that ‘demand for RPL is latent in Ireland and once employers and workers are well informed about RPL, interest is generally high’. Furthermore, Hunt (2011, p.55) stated that ‘RPL is particularly important as flexible and workplace learning opportunities expand. A national framework for RPL must be developed, based on the expertise and experience already built up in the higher education institutions. Progress in this regard will help to shift the emphasis from educational inputs towards learning outcomes. This student-centred philosophy lies at the heart of the National Framework of Qualifications (NFQ).’
The Connacht Ulster Alliance (GMIT, IT Sligo and LYIT) initiated a project to inform, support and facilitate Irish or international applicants in applying for RPL to gain entry onto a programme or seek exemptions from parts of a programme.
A dedicated web portal (www.myexperience.ie) was created to provide relevant information on RPL through short videos and text. The website defines the different mechanism of RPL assessment, provides details on the process and links to the CUA e-Portfolio tool. The actual e-Portfolio tool was created in Moodle as this provides for assessment of learning. As a paperless tool, it provides an electronic submission of evidence and allows the learner to submit their portfolio in a sequence of stages resulting in the creation of a professional RPL portfolio. The e-Portfolio of evidence includes: certified learning; experiential learning; references; work experience outputs and motivational statements.
This tool offers a national solution for RPL applicants and has the potential to provide for digital badges.
The Teacher e-Portfolio for Northern Ireland (Te-PNI) ProjectJISC Netskills
Victor McNair (Senior Lecturer in the School of Education at the University of Ulster) discusses the Te-PNI project which aims to develop the concepts and specification for a career-wide and career-long teacher e-portfolio. It provides trial e-portfolio processes and tests software platforms.
Presentation of the European Framework for the Digital Competence for Educators at CESI (The European Confederation of Independent Trade Unions) online event on 24 September 2020
Values in University Education: From Practice Into Policy: Declan KirraneThe Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
The Teacher e-Portfolio for Northern Ireland (Te-PNI) ProjectJISC Netskills
Victor McNair (Senior Lecturer in the School of Education at the University of Ulster) discusses the Te-PNI project which aims to develop the concepts and specification for a career-wide and career-long teacher e-portfolio. It provides trial e-portfolio processes and tests software platforms.
Presentation of the European Framework for the Digital Competence for Educators at CESI (The European Confederation of Independent Trade Unions) online event on 24 September 2020
Values in University Education: From Practice Into Policy: Declan KirraneThe Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
Many speakers and trainers want to add e-learning - on-line courses, membership sites, video training and the like - to their business, but don't know how. In this presentation, I show you the seven fatal mistakes most speakers make with this, and how to avoid them.
Open Education Resources and the Open Web: Collaborating & sharing for studen...Heather Braum
Open Educational Resources (OER) are a rapidly rising trend in classrooms, libraries, and DIY education circles. Building upon the ideas of open source and access, OER offer a rich, collaborative source of learning materials for k-12, and DIY education. Make the move from traditional textbooks and classroom resources and discover how to leverage the power of OER and open websites in your classrooms to help your students grow and learn together. This session will cover the growth of OER class resources, DIY education, and many open web portals. Numerous sites, tools, and resources will be shared in this session.
The growth of e-learning has immensely rised due to usage of internet and mobiles. This PPT describes the trends involved in learning traditionally and now online.
In learning and development there is often talk about the need to be more strategically focused. ELearning holds the promise of being flexible, faster and more effective than face to face learning. Without a strategic, quality-focused approach, however, employees are left dis-engaged, learning effectiveness is reduced and quality issues ensue.
It doesn’t have to be like this.
This interactive webinar will explore:
- what a strategic approach to eLearning looks like
- how digital learning technologies can be used to embed 70:20:10 blended learning approaches
- the stages of developing an eLearning strategy
- the different approaches that are required when getting starting with eLearning compared to when growing and expanding
some guidelines about when in-house development works and when you should outsource development
Slides for plenary talk on "E-learning: The Strategy Continuum" given by Alejandro Armellini at the IWMW 2003 event held at the University of Kent on 11-13 June 2003.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2003/talks/
Presentation I gave at Internet@Schools 2009 about tools and resources I have used to assist teachers as they work to infuse web 2.0 applications into their curriculum.
This presentation was made by Robin Shreeve, CEO of AWPA at the 7th Annual Australasian Talent Conference 2013, 28-30 May 2013 in Sydney themed: Agile Talent Management - Optimise, In-source, Outsource, Offshore, Redeploy.
A presentation provided at the 2019 ACODE Learning Technologies Leadership Institute on Monday 19 August.
Disruption is not limited to the music, newspaper, taxi and food delivery industry, or to the provision of movies. New models of educational delivery have also been emerging, thanks largely to the affordance of new generational technologies and a willingness to break with traditional forms of supply, to a more demand driven model. These new business models, coupled with a slowness of the national regulators, has caught some tertiary institutions on the back foot, but some are now awakening from their slumber. With the bolder ones not being afraid to mix their metaphors
This presentation by Dr. Siripan Choomnoom from the Thailand Vocational Education Commission for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills shows recent developments in the Thai Dual Vocational Education system, as well as its strengths and challenges.
digital literacy. what it is,. where it's at, and. why Maine libraries are involved. well, what is it? Digital Literacy is the ability to use information and communication ...
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
The publication "OECD Skills Strategy Southeast Asia: Skills for a Post-COVID Recovery and Growth", applies the OECD Skills Strategy framework to assess the performance of countries in Southeast Asia, identifies opportunities for improvement and provides recommendations based on in-depth desk analysis and consultations with stakeholder representatives.
Similar to E-Maginarium - National VET e-learning strategy NT - Roger Bryett (20)
Stretching the edges -tinkering, tottering, totally extreme-no buildsService Industries TAC
Presentation by Curtis Bonk around extreme learning developed for the E-nabling NT e-learning Showcase on the 10 November. Information and resources from his presentation are available at http://ntvt.com.au/index.cfm?fuseaction=page&p=252
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. The Australian vocational education and training e-learning strategy – Aligning e-learning with national policy directions: productivity and participation Roger Bryett Member of the Australian Flexible Learning Advisory Group (FLAG) Director Training Training and Employment Division Department of Business and Employment
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8. The Australian investment in a national broadband network Greater flexibility for people to access learning from home or wherever they are located. Better links between learners, training providers and employers Lifelong learning in the workplace
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15. Develop and utilise e-learning strategies to maximise the benefits of the national investment in broadband 1.1 NBN E-learning Programs Support workforce development in industry through innovative training solutions 2.1 Industry System Change Expand participation and access for individuals through targeted e-learning approaches 3.1 Partnerships for Participation 3.2 Access to Skills 3.3 Learner Pathways GOAL 1: NBN GOAL 2: WORKFORCE DEVELOPMENT GOAL 3: ACCESS AND PARTICIPATION
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Editor's Notes
Australia has a tertiary education system comprised of universities and over 5000 vocational education and training providers, of the later 58 are public institutions. These public vocational education and training providers are located in every Australian State, of which there are six, and both Territories of Australia. Unlike universities, public vocational education providers are governed and funded by their local State or Territory, which has an agreement with the Commonwealth Australian Government for training outcomes. In this federated systems, States and Territories, and the Commonwealth Government come together in the Council of Australian Governments (COAG) to set national targets for education and training. These characteristics of the Australian vocational education and training system are important to understand before addressing the directions of the National Vocational Education and Training E-learning Strategy 2012 - 2015.
Australian vocational education and training while administered at the State or Territory level achieves national consistency through the Australian Quality Training Framework, the Australian Qualifications Framework and Industry Training Packages. Australia has a quality assured system underpinned by the Australian Quality Training Framework (AQTF), which ensures nationally consistent standards and high-quality learning and assessment. The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications. It incorporates qualifications from each education and training sector into a single comprehensive national qualifications framework. Industry Skills Councils or Registered Training Providers, such as public vocational educators develop the Australian vocational education and training system’s qualifications. There are eleven Industry Skills Councils and their role is to design vocational standards based endorsed Training Packages that are responsive to the needs of industry. For example, the Community Services and Health Industry Skills Council has a range of Training Packages that set out the competency standards needed to work in the health or community services industries. Public Registered Training Providers, like the Canberra Institute of Technology use the industry developed national Training Packages and also develop AQF qualifications for accreditation to meet local industry needs. Public vocational education and training providers provide broad based training across many industries and qualifications. For example the Canberra Institute of Technology has over 500 courses across 18 industry areas. Public vocational education providers deliver over 80% of the accredited training. The education is practical, applied and aimed at providing skills for the workforce.
The Australian Government’s vocational education and training reforms The Australian Government has embarked on an ambitious reform strategy for tertiary education. Both the university and vocational education sectors are integral to the Australian Government’s dual goals of productivity growth and increased workforce participation. The reform agenda aims to increase the size of the tertiary sector to meet Australia’s significant levels of demand for a highly skilled workforce that can drive growth in all industry sectors, and in particular meet the demands of the construction, and mining and resources sectors. For vocational education and training this will be done through ambitious targets such as doubling the number of people completing higher qualifications and halving the number of Australians aged 20-64 without qualifications at Certificate III or higher.
The changing nature of employment and growth in different industry sectors in Australia is driving this skilled labour demand. Australia has a large mining and resources industry, however, there has been significant growth in employment in the last decade in the health care and social assistance industries, along with construction, professional scientific and technical services, and education and training industries. These industries demand a skilled and qualified labour force.
Significant policy directions are impacting on vocational education and training. The first of these is a new National Workforce and Productivity Agency to begin operating from mid 2012, which will provide support for training for jobs in industries suffering from critical skill shortages. Secondly, the National Vocational Education and Training Equity Advisory Council will develop mechanisms for improving the participation of disadvantaged learners through vocational education. And thirdly the Australian Government has established two new governance and regulatory bodies: the National Skills Standards Council and the Australian Skills Quality Authority. Therefore national training reform to ensure skills are used effectively to increase labour market efficiency, productivity, innovation and increased utilisation of human capital includes: Improving access to vocational education and training at the introductory levels of the AQF Reducing the working age population who have gaps in foundation skill levels to enable effective educational, labour market and social participation Improving quality by the introduction of a national regulator, which began on 1 July 2011 Increasing integration across the tertiary education sector Ensuring industry has the supply of skills it needs from the national training system by introducing industry initiatives and direct funding to industry through: a national Workforce Development Fund which will fund business and enterprises to partner with vocational education and training providers for targeted skills development industry mentors partnerships and co-investment in training between government and industry . Along with these vocational education and training reform initiatives the Australian Governments have also committed to other training reform initiatives to support long term productivity and growth in Australia including the $2.4billion Digital Education Revolution which gave all high school students access to a computer in school.
This tertiary education reform strategy is coupled with Australia’s major $43billion investment in the national broadband network (NBN). The NBN is being rolled out to Australian premises through a combination of fibre to the premises, wireless and satellite technologies to provide connections up to one gigabit per second. For Australia this is a significant national infrastructure initiative reflecting a shift in national policy direction. Australia’s previous ten-year experience of the Internet was mainly through commercial ventures. A series of Education and Skills Services Programs, valued at $27.2 million over four years, will begin in 2012. These initiatives will improve online access to education, training and skills services by facilitating the integration of information and communication technology. For vocational education and training this will mean: Better links between learners, training providers and employers Lifelong learning in the workplace Greater flexibility for people to access learning from home or wherever they are located. The NBN will bring high-speed connectivity to all parts including regional Australia. The tertiary education sector can now implement online innovative ideas that will enable training and lifelong learning to the 93% of homes and workplaces that will be connected with optical fibre by 2021. For a large country like Australia this has many benefits, including it opens the regional areas to innovative and flexible tertiary education.
Taking into account this environment, 2012 to 2015 will see the introduction of a new National Vocational Education and Training E-learning Strategy. The Flexible Learning Advisory Group (FLAG) has strategic responsibility for implementation of information and communication (ICT) technology in Australia’s vocational education and training sector. FLAG was established in 1996 as the key policy advisory group on national directions and priorities for information and communication technologies in vocational education and training. FLAG is a collaborative group, bringing together all States and Territories and the Commonwealth Government to lead the collaborative development and sustained provision of essential national ICT infrastructure. FLAG also evaluates and provides advice on emerging technological opportunities and facilitates access to e-learning products and practices that enable an innovative, flexible and responsive national training system.
The FLAG group is responsible for developing the latest National Vocational Education and Training E-learning Strategy 2012-2015. This strategy builds on three previous strategies. In the first of these strategies the emphasis was on capability building with the focus on creating registered training providers able to respond and demonstrate the potential of e-learning. As registered training providers increased their capability the second strategy in 2005-2007 was able to focus on client engagement and in particular strengthening how industry, Indigenous Australians, and community groups could shape vocational education and training provision to meet their needs. Moving into the third strategy, e-learning was now embedded in training providers and business and they were able to integrate it into all forms of delivery and capitalise on the infrastructure created through previous strategies. Developments emerged in this period in the area of mobile technologies along with further work on standards.
During this period, FLAG’s E-standards for Training business activity acted as the focal point for fostering standards implementation. Its ongoing objectives are: To secure and maintain a national vocational education and training e-learning infrastructure capable of meeting current and projected demands and advocating these standards nationally and internationally To provide up-to-date information on and support for standards adoption and implementation To facilitate collaboration on standards adoption and promotion across jurisdictions and providers.
The standards ratified for use in the Australian vocational education and training system are (http://e-standards.flexiblelearning.net.au/index.htm): Content formats, packaging and client platforms Vetadata & vocabularies Intellectual property Accessibility Mobile technologies Authentication, authorisation and identity management Trials of emerging technologies and tools Improved teacher access to e-learning functionality (Teacher E-learning Toolkit) Analysis of the Web Content Accessibility Guidelines Trust federation trial Persistent identifiers.
Over this decade these strategies have led to growth of e-learning and supportive infrastructure. For example, 65 industry Training Packages are now supported by e-learning materials which equals over 1000 units of competency, a national network of e-learning experts providing support and guidance exists, 62% of teachers say e-learning is a priority for their training organisation, and a set of nationally agreed technical standards that promote quality and interoperability across Australia exists. 43% of vocational education and training now formally involves e-learning and, in partnership with registered training providers, 50% of businesses now use e-learning as part of structures or unstructured training. The diagram shows that the demand for e-learning and flexible delivery is continuing to grow across the board. With the rollout of the National Broadband Network, it is anticipated it will only generate further demand for flexible delivery options from business, communities and individual students.
The 2012 - 2015 National Vocational Education and Training E-learning Strategy will extend this decade of previous e-learning strategies and will continue to deliver a globally competitive Australian vocational education system. A system characterised by the Australian Qualifications Framework and Australian Quality Training Framework and underpinned by world-class e-learning infrastructure and capability. It will achieve this through the following three broad strategic directions.
In Goal 1 of the 2012 – 2015 strategy FLAG proposes to lead projects in each of the 24 first round national broadband sites to demonstrate how the national broadband network can connect learning with the labour market, the workplace and enable community development. There is an expectation from businesses and learners that the NBN will increase the interactivity of education and training and will improve how learning is connected with the workplace and community.
The 2012-2015 National VET E-learning Strategy will develop the Australian training system’s capacity to leverage this investment and ensure that teachers have the skills they need to be able to take advantage of this opportunity. The 24 sites include at least one in each State and Territory. The National Vocational Education and Training E-learning Strategy 2012 – 2015 will exist alongside the Australian Department of Broadband, Communications and the Digital Economy to develop the NBN E-learning Program over the first six months of 2012 year.
The second gaol of the National Vocational Education and Training E-learning Strategy 2012 – 2015 concerns workforce development. Under the 2008-2011 strategy $1million per annum was allocated to the Industry Integration of E-learning business activity. Under the National Vocational Education and Training E-learning Strategy 2012 – 2015 FLAG will build on this, engaging with industry partners to develop industry-wide planning for e-learning integration.
This will involve engaging with two to three industries each year of the strategy, in order to maximise effort in priority areas, including regional partnerships between businesses and providers. The potential for industry workforce development will be stimulated by: Large-scale industry-wide planning for e-learning integration Regional partnerships between business and providers to deliver e-learning for the needs of local industry A workforce development service providing comprehensive e-learning advice for industry and business.
Finally the National Vocational Education and Training E-learning Strategy 2012 – 2015 will have programs in foundation skills and e-literacy for disadvantaged learners. It will also provide support pathways through a national e-portfolio based approach that will enable recognition of learning specifically for labour market needs in Australian States and Territories. This part of the strategy is titled Partnerships for participation and aims to use e-learning to meet the policy direction of improved access and participation. The focus will include: E-learning programs in foundation skills and e-literacy for disadvantaged learners Supported learner pathways through a national e-portfolio-based approach to recognition of learning E-learning initiatives to support learners (including regional and remote learners) to develop skills that respond to labour market need
Like other international governments, the Australian Government knows that a highly skilled workforce is the essence of retaining a competitive place in the world environment. The 2012- 2015 National Vocational Education and Training E-learning Strategy is one of a number of policy initiatives that will secure that future. This strategy will bring about vocational education which has rapid supply responses, regional engagement with affordable technologies, expanded access to government funded training for those less advantaged, access to foundation skills to improve workforce participation, and strengthened technology supported partnerships between vocational education providers and industry.