b a n g k o ka d e l a i d ea u c k l a n ds y d n e y

1 9 9 9V I S I T P R E V I E W

Brev til deltagerne . . . . . . . . . . . . . . . . . . . .s. 2

Program for turen . . . . . . . . . . . . . . . . . . . .s. 3

UNESCO - ACEID in Bangkok . . . . . . . . . . . .s. 6

Torrens Valley Institute, Adelaide . . . . . . . .s. 8

University of South Australia, Adelaide . . .s.10

Open Training and Distance Education Network, Sydney . . . . . . . . . . . . . . . . . . . . .s. 12

TAFE-PLUS . . . . . . . . . . . . . . . . . . . . . . . . . .s.15

The New Zealand Qualifications Authority . . . . . . . . . . . . . . .s.17

The Auckland Institute of Technology . . . .s. 21

Department of Labour, New Zealand . . . . .s.23

Electrotechnology IndustryTraining Organisation, New Zealand . . . . . .s.24

Skill New Zealand . . . . . . . . . . . . . . . . . . . .s.27

Web-udgivelser om New Zealand . . . . . . . .s.28

Tekst fra engelsk KBL-pjece . . . . . . . . . . . . .s.29

Tekst fra engelsk KUA-pjece . . . . . . . . . . . .s. 30

s i d e · 1

Indhold

Det er lykkedes at lave fælles afgang og fællesopsamling mellem de to rejsegrupper fra hen-holdsvis KUA-projektet (»Kommunikation mel-lem Uddannelsesinstitutionerne og Arbejdsmar-kedsovervågningen«) og KBL-projektet (»Kom-petencebaseret Læring på Arbejdspladsen«).

Det betyder, at størsteparten af os rejser sam-men til Bangkok, derefter deles gruppen i 2 tilhenholdsvis Auckland og Adelaide, og endeligtsamles så mange som det nu har været muligtfor i Sydney forinden alle er returneret i Danne-vang.

Udover vedlagte rejseplan som er lavet fællesfor de 2 grupper, udarbejdes der også fællesforberedelsesmateriale til turen i form af enmaterialesamling der tilsendes i næste uge. Til -

svarende vil rapporterne for de 2 ture tilgå alledeltagere, og vi håber på den måde at skabefornuftig synergi mellem 2 parallelle ture og 2parallelle problemstillinger.

KUA-projektet holder fællesmøde inden turen.Det er aftalt til mandag d. 11. Oktober 1999 kl.13.00 - ca. 14.30. Her vil vi gå tættere ind i pro-grammet og materialerne til forberedelse. SørenMandrup Petersen og Jens-Jørgen Pedersen erturledere.

KBL-projektet aftaler selv evt. møde inden derestur. Henrik Helms og Charlotte Have er turlede-re på denne tur.

Vi ser frem til en overordentlig spændende tur,og glæder os til at se dig!

s i d e · 2

Enslydende til

Destination New Zealand: Jørgen Aaboe (AMU-H), Jesper Risom Andersen (AMU-H), Dorthe Møller Ander-

sen (AMU-H), Erik Bjørlik(AMU-H), Jørgen Jensen (AMU-H), Søren Mandrup Pedersen (SMP), Jens Jørgen Peder-

sen (tbc), Jens Bech Andersen (AF-V), Tage Andersen (HR), Kim Bruno Jensen (HR), Gitte Lykkehus (KtS), Birger

Hørning (KtS)

Destination Australien: Henrik Helms(DEL), Svend Erik Døssing (D’D), Ambrosia Hansen (DEL), Charlotte

Have (ABC), Bjarne Ytzen Jørgensen (AMU-H), Claus Larsen (HR-CFU), Jan Monnerup (EUC), Ejgil Skov (EUC),

Peter Drescher (KtS), Gitte Drescher (KtS), Li Jianzhong (tbc,Ch)

Vedlagt fremsendes rejseplaner og program vedr. studietur til:

B a n g k o k - T h a i l a n dA u c k l a n d - N e w Z e a l a n d

A d e l a i d e & S y d n e y - A u s t r a l i e n

Venlig hilsen

Jens-Jørgen Pedersentbc-Consult

OBS: Send SENEST FREDAG d. 8. okt, på fax, kopi af s. 2, 3, 4 og 5 i dit pas, hvis du er på Australsk jord på

turen!!! Vi har travlt med at få udstedt VISUM. Fax 8684 1169

Seneste check-in i Lufthavnen i Billund

Afrejse Billund med Maersk Air DM356Ankomst KøbenhavnAfrejse København med Thai Airways TG951

Ankomst Bangkok

Hotel til kort break. HUSK at tage en tandbørste og andet fornødent med ihåndbagagen; bagage i øvrigt køres fuldt igennem til slutdestination – der ervidere transport om aftenen.

Afgang til UNESCO PROAP: UNESCO Principal Regional Office for Asia and thePacific ACEID, Asia-Pacific Centre of Educational Innovation for Development).

Pause på The Grand Palace

Seneste check-in i Lufthavnen i Bangkok

Afrejse Bangkok med Thai Airways TG991

(Birger Hørning, Peter Drescher og Gitte Drescher

støder først til i henholdsvis Auckland og Adeleide)

25/10·99

10.30

11.1512.0014.35

26/10·99

06.00

09.00

14.00

17.00

s i d e · 3

Studietur til: Bangkok - Thailand, Auckland - New Zealand,

Adelaide & Sydney - Australien

Destination New Zealand:

Jørgen Aaboe, Jesper Risom Andersen, Dorthe Møller Andersen, Erik Bjørlik, Jørgen Jensen, Søren Mandrup

Pedersen, Jens Jørgen Pedersen, Jens Bech Andersen, Tage Andersen, Kim Bruno Jensen, Gitte Lykkehus, Birger

Hørning

Destination Australien:

Henrik Helms, Svend Erik Døssing, Ambrosia Hansen, Charlotte Have, Bjarne Ytzen Jørgensen, Claus Larsen,

Jan Monnerup, Ejgil Skov, Peter Drescher, Gitte Drescher, Li Jianzhong (China)

27/10·99

06.15

KBL 10.15

KUA 13.30

27-31/10·99

28/10-99

29/10-99

30/10-99

27/10-99

28/10-99

29/10-99

30/10-99

s i d e · 4

Ankomst Sidney, KBL videre med Ansett AN107 08.35 til Adeleide

Ankomst AdelaideIndkvartering på Torrens Valley Institute of TAFE 100 Smart Road, ModburySouth Australia, 5092Tel: +61 8 8207 8173Fax: +61 8 8207 8170 (lokal transport)

Ankomst AucklandIndkvartering på New President Hotel27-35, Victoria StreetAucklandTlf.: +9 303 1333Fax.: +9 303 1332 (2 minivans 27/10 – 31/10)

KBL og KUA individuelle programmer:

KBL-gruppens program i Adelaide

Skolebesøg i »Torrens Valley«

Skolebesøg på »University of South Australia«

Til fri disposition

KUA-gruppens program i Auckland

Besøg på »New Zealand Qualifications Authority«: »National QualificationsFramework« (parallelt til NVQs i GB).

Formiddag: Ministry of Education & Ministry of LabourEftermiddag: ETITO, »Electro Technology Industri Training Organisation«

Formiddag: »Auckland Institute of Technology« Eftermiddag: »Skills New Zealand« (bevilgende mynd. for NQF)

Til fri disposition

31/10·99

KBL: 11.05KBL: 12.05KBL: 14.25

KUA: 12.15KUA: 14.15KUA: 15.40

01/11·99

02/11·99

16.3017.0522.20

03/11·99

00.2006.0508.0008.45

Seneste check in i Lufthavnen i AdelaideAfrejse Adelaide med Ansett AN130Ankomst Sidney

Seneste check-in i Lufthavnen i AucklandAfrejse Auckland med Thai Airways TG992Ankomst Sydney

KUA & KBL

IndkvarteringCambridge Park Inn (31/10-02/11-99)212 Riley StreetSurry HillsSydney NSW 2010Tlf.: +2 9212 1111Fax: +2 9281 1981 (2 minivans 31/10 – 2/11)

(Birger Hørning, Tage Andersen, Jens Bech Andersen, Gitte Lykkehus og Kim Bruno

Jensen rejser videre)

Skolebesøg »OTEN« (fjernundervisnning) i Sydney

Aften: Der er foreløbig bestilt 6 billetter til Operaen (»Turandot«) på selvbeta-lervilkår – er flere interesserede, så giv besked til TBC.

Seneste check-in i Lufthavnen i SydneyAfrejse Sydney med Thai Airways TG992Ankomst Bangkok

Afrejse Bangkok med Thai Airways TG950Ankomst KøbenhavnAfrejse København med Maersk Air DM353 Ankomst Billund

s i d e · 5

Husk!Pas, valuta og forsikring på egen foranledning og ansvar. Man betaler selv måltider, samt transport til og fra

Billund, og evt. private arrangementer undervejs.

Indsend ASAP fotokopi af s. 2, 3, 4 og 5 (billedsiden og 3 sider fremefter) i dit pas, til TBC, Skellerupvej 60,

8600 Silkeborg, evt. fax TBC ASAP 8684 1169. Så sørger vi for turistvisum til alle som skal være i Australien i

hele eller dele af perioden. New Zealand kræver ikke visum, ej heller Thailand.

The UNESCO office in Bangkok was establishedin 1961 as the Asian Regional Office for Primaryand Compulsory Education. The Office was laterextended to cover all divisions of the educationsector and the countries of the Pacific region.Further growth included the incorporation ofactivities relating to the culture, communicationand social science sectors, which led to the even-tual renaming of the office to PROAP (PrincipalRegional Office for Asia and the Pacific) in 1987. Today, PROAP is the site of regional program-mes for Education, Culture, Social and HumanSciences and Communication/Information/Infor-matics throughout Asia and the Pacific. PROAPis thus mandated to be the principal regionalfocal point for these areas of competence, ser-ving as a forum for common issues, as a channelthrough which information, expertise and extra-budgetary opportunities can be made availableto Member States, and as a base for the majornetworks of the region. PROAP is also the officially designated UNESCOrepresentative office to Japan, Lao DPR, Myan-mar, Republic of Korea and Thailand, withresponsibility for UNESCO programmes in thesecountries. PROAP works closely with the thir-teen field offices which have been establishedacross the Asia-Pacific region to service thegrowing needs of the world’s most populatedregion. Covering programmes in all UNESCO’sspheres of competence, PROAP’s activities havecontributed to the creation of an interactingcommunity of scholars and mosaic of networksthroughout the Asia-Pacific region.

Mission Statement

The basic mission of PROAP, as UNESCO’s regio-nal office serving the 43 Members States in Asiaand the Pacific, is to:Contribute to sustainable human developmentin a culture of peace, underpinned by tolerance,

democracy and human rights, through program-mes and projects in UNESCO’s fields of compe-tence - education, the natural and social scien-ces, culture and communication.In articulating its mission, PROAP recognizes theimmense size of the Asia-Pacific region, includ-ing 63 per cent of the world’s population, andits diversity and cultural pluralism, with its greatpotential and its persistent problems. It is com-mitted to consolidating the dynamism andrecent economic growth the region has experi-enced, but recognizes its ethical mission to com-plement this growth by addressing the threatsto the peace, security and equitable develop-ment of this region: a widening disparity ofopportunity, wealth, and empowerment,between and within nations, leading to socialinjustice, discrimination, and deprivation ofhuman rights; and an alarming degradation inthe quality of individual lives, of communitiesand societies, and of natural environments inmany areas of the region.PROAP will therefore work with the region’sMember States, within the framework of UNE-SCO’s medium term strategy, and in closecollaboration with UNESCO headquarters, fieldoffices and national commissions in the region,the United Nations family and other interna-tional agencies, NGOs, and others, to strivetowards a future for the region where:• Lifelong learning without frontiers will be

available to all;• Literacy and education, recognized as

effective means to overcome poverty, will begiven the highest priority;

• Educational systems will be renovated anddiversified;

• The promotion of access, sharing, andtransfer of knowledge, science, and universalvalues will be ensured;

• Girls and women will be guaranteed equity inall areas;

• Creativity, communication and the free flow

s i d e · 6

UNESCO - BangkokACEID – the Asia-Pacific Centre of

Educational Innovation for Development

of information will be supported everywhere;• Multi-disciplinary approaches to the problems

of environment, population, health andconflict resolution will be in place; and

A common respect and care of the environmentand the diverse cultural heritages of the regionwill be universally manifested.

ACEID

ACEID -- the Asia-Pacific Centre of EducationalInnovation for Development -- is the organizati-onal hub of APEID and operates as its secretari-at from UNESCO’s Principal Regional Office inAsia and the Pacific, Bangkok, Thailand. ACEIDpromotes educational innovation for develop-ment amongst the member countries and Asso-ciated Centres by initiating and responding torequests for programme activities.

Mission Statement

ACEID’s Fundamental Mission Is:to contribute to sustainable human develop-ment (underpinned by tolerance, human rightsand a culture of peace) through the design andimplementation of education programmes andprojects which stress educational innovation fordevelopment, mainly at the post-primary levelof education.

ACEID Seeks To:• to stimulate and foster educational innova-

tion and research in support of development,in its widest sense;

• to encourage and promote educational inno-vations and research for development in thecountries of the region;

• to facilitate and support inter-country andregional co-operation in education;

• to develop and operate, in co-operation andpartnership with appropriate institutions invarious countries,

• information and dissemination services rela-ting to educational innovations and research,educational reforms and re-appraisals;

• to nurture a visionary and futuristic orien-tation regardi ng the reform of education

and schooling for the twenty-first century;• to stimulate and promote, in educational

systems and among educational workers atthe grassroots level, an awareness of thepossibilities of change and innovation.

Strategies

In pursuing its mission ACEID lays particu-lar stress on:• Fostering educational innovation and

research in support of development under-stood in its widest sense;

• Forging effective partnerships in education,with particular reference to the establishmentand servicing of networks between countrieswhich facilitate the free and open flow ofinformation between those involved;

• Providing visionary and futuristic orientation;In addition to working closely with MemberStates, within the overall framework of UNESCOOffices, UN agencies and NGOs.

ModalitiesThe principal methods of ACEID employs infulfilling its mission and objectives are:• advisory missions; • meetings;• exchange of views and experiences; • personnel training; and studies.

Programme areas

ACEID programme areas are in post-primaryeducation and training. The Centre hasprioritized the promotion of educationalinnovation in respect of these programme areas:• Secondary education• Teacher education• Higher education, and distance education • Technical and Vocational Education• Science Education and Educational Te c h n o l o g y• International and Moral/Values Education• Research and Innovation• Environmental Education• Education of Girls and Disadvantaged

Populations

s i d e · 7

The Torrens Valley Institute of TAFE operatesacross four campuses: Brookway Park (Horticul-ture Studies), Cheltenham (Horse Industry Trai-ning Courses), Gilles Plains and Tea Tree Gully.We provide educational services to the north-east suburbs of the city of Adelaide and weoffer a variety of high quality courses to parttime and full time, local and international stu-dents. We offer over 100 award courses ranging fromentry level Certificates to Advanced Diplomas,which may be accepted for transfer into univer-sity courses leading to degree qualifications. Our Advanced Building, Dental, Horticultureand Veterinary & Applied Science faculties provi-de a state-wide focus. Students come from allover South Australia and, in some instances,from interstate and overseas to enrol in thesespecialist courses. In addition to the award courses, we offer com-prehensive leisure and interest courses for thecommunity through our Adult Community Edu-cation program. The joint Public/TAFE library at our Tea Tree Gul-ly campus is a wonderful way of encouraginginstitute and local community cooperation. Asan adjunct to our Hospitality program, we ope-rate a 100 place training restaurant, "Celia's"which is open to the public.

A message from the director

Torrens Valley Institute is one of a network ofinstitutes that collectively make up TAFE SA. It iscommitted to providing quality vocational edu-cation and training to meet the needs of stu-dents and employers in the north eastern Adela-ide region. In addition the institute offers anextensive range of customised fee-for-serviceand adult and community education courses.

Our courses are delivered in a variety of ways.This means students have a greater say decidingon what they will learn, where they will learn(at work, on campus or at home) when they willlearn (flexible attendance) and how they willlearn (including on-line, print based, video andaudio learning materials.)

Torrens Valley has a high standard of studentamenities including child care centres, severalstudent lounges, a gymnasium, quality cafeteri-as and access to residential accommodation. Anemployment referral service is provided for stu-dents and graduates. Through its industry sponsored student grantscheme the institute provides some financialassistance for those students able to provefinancial hardship. The institute is also home for the Centre forInternational Education and Training which, inpartnership with SAGRIC International, providescustomised courses and programs for internatio-nal fellowship holders particularly from ourregional neighbours.

Virginia Battye

Our Mission»The Torrens Valley Institute of TAFE will meetclient needs for high quality, flexible andresponsive education and training by . . .• enabling students to become empowered

lifelong learners • encouraging industry and community partner-

ships • incorporating social justice and equity princi-

ples • empowering staff to take initiative and

respond creatively«

s i d e · 8

Torrens Valley InstituteA N O V E R V I E W

Vision for Flexible LearningAll educational programs offered by Torrens Val-ley Institute will meet the learning needs of clients by offering appropriate levels of choice in: learning outcomes/subjects learning sequence learning materials assessment methods recognition of prior learningentry and exit times learning methodology learning times learning location

This will include: • Learning design and methodology which

most appropriately provides information,learning activities, feedback and clarificationand assessment

• Pre-learning information which includeslearning methodology and is appropriate formarketing, information and counselling

• Learning orientation to the program, learningmethodology and the Institute

Learning will be supported by an appropriatelevel of: • Learning support and customer service

systems including facilities, services and learn-ing resources

• Learner management systems which includecommunication, resources and record keeping

• Evaluation systems for content and learningmethodology

• Staff development opportunities which allowsharing of skills, knowledge and resources

• Promotion and marketing of learning opport-unities

• Liaison across TAFE SA/Department forEmployment, Training and Further Education

Information Technology will be used to enhan-ce: • Communication between staff, between lear-

ners and between staff and learners • Information resources for staff and learner • The management of learning • The management of learner's records • Learning activities • Assessment and evaluation • The development of employment related key

competencies

s i d e · 9

The University of South Australia is the State'slargest university with 25,000 students, 2,000staff, six campuses and an annual budget ofmore than 200 million dollars. The University isa national leader in collaborative industry rese-arch, has been recognised nationally for thequality of its teaching and community serviceand has the State's largest intake of internatio-nal students

Flexible learning

The University of South Australia is recognisedinternationally for its leadership in the fields ofdistance education and flexible learning. Thepolicies and skills, infrastructure and supportmechanisms of the University's Flexible LearningCentre underpin exemplary distance educationprograms in fields as diverse as nursing andinformation technology for more than 4000 stu-dents worldwide. By further embracing theopportunities for educational delivery providedby communications technologies, the Universityhas moved progressively and strategicallytowards flexible delivery of internal courses.Flexible teaching and learning strategiesemphasise student-centred, individualised learn-ing and give students greater control over thetime, place and preferred style of their educati-onal activities.

The Flexible Learning CentreThe Flexible Learning Centre (FLC) is a serviceunit which, along with other service units withinthe University, works to improve the teachingand learning environment for students andstaff. The Centre, the Registry, Library and Infor-mation Technology Services are within a ServiceDivision managed by the Pro Vice Chancellor:Access and Learning Support. The Centre alsocarries out fee-for-service activities with a num-ber of clients outside of the University.

The Director of the Flexible Learning Centre isassisted by a management team of

Coordinator: Academic DevelopmentCoordinator: Research and ScholarshipCoordinator: Online ServicesCoordinator: Teaching and Learning ServicesManager: Counselling and Advisory ServicesManager: Budget and PlanningManager: Delivery ServicesManager: External Students CentreManager: Production ServicesManager: Information TechnologySenior Executive Officer

The Underdale campus is the site of the mainbuilding of the Centre and this facility providescourseware production, online teaching sup-port, and specialises in services for off-campusstudents of the University.

FLC campus teamsThe FLC has teams of staff on each metropolitancampus to provide services for staff and stu-dents. As part of the annual planning process,Divisions of the University prioritise their serviceneeds and after negotiation with the Centre aservice contract with each division is established.(At Whyalla, the delivery of staff and studentsupport services will be negotiated with theDean.) The service contract is delivered primarilyby teams of FLC staff on each campus.

Campus teams comprise all FLC staff on thecampus, and generally include: • a divisional liaison person who is a member of

the professional development group and isresponsible for communication between thedivision and the FLC at both local and centrallevels

• student advisers (careers,counselling, interna-tional students, external students, disabilitysupport/counselling)

• learning advisers • an administrative officer.

s i d e · 1 0

The University of South Australia

Et tilbud til eleverne er:

Online workshops

Online learning support services are provided bythe University to complement the academic pro-grams you are participating in. These interactiveworkshops will help you develop and enhancethe learning skills you require for successful stu-dy.• General support workshops • Subject specific support workshops

UniSAnet Project

The University has established an online presen-ce in the area of teaching and learning knownas UniSAnet.

The UniSAnet facility, accessed via the WorldWide Web, will provide a set of services to bephased in over time, in response to differentlevels of academic staff and student need. It willbecome the masthead for all online dimensionsof the University’s teaching and learning pro-gram, incorporating existing developments andproviding for the progressive inclusion of a ran-ge of services for students, including:

• home pages for all academic staff linked tosubjects they teach and courses on offer,

• access to course content and related studyresources

• teaching and learner support mechanismsincluding interactive communication capacitybetween teacher and students and amongstudents, and

• administrative services related to teachingand learning.

UniSAnet accommodates innovative online tea-ching and learning resources already developedby individual academic staff. However, a stan-dard set of authoring and communication toolswill be adopted across the University and formthe basis for putting further materials online.

UniSAnet will have a staged implementation:Online Support

The Flexible Learning Centre enables all staff toregister and lodge teaching and learning resour-ces on a university server ( UniSAnet) which ismaintained so that students may access it on a 7day/week, 24 hour basis.

The Centre also provides a number of templatesthat enable staff to develop and update onlinematerials without a knowledge of authoringsoftware. Templates that are currently availablecan be accessed through information from theBookshelf.

However, where staff have such authoring skills,materials may be readily incorporated into tem-plates so that an appropriate university style isreadily achieved.

Templates also contain interactive communicati-on facilities.

s i d e · 1 1

The Open Training and Distance EducationNetwork (OTEN-DE) is a leader in open anddistance education and training. OTEN-DE deli-vers a wide range of training and educationcourses through distance education and flexibledelivery to technical and further education stu-dents, schools and outside organisations. It pro-vides custom-designed workplace training forbusiness clients and develops computer andsatellite-based learning programs, and has arange of off-the-shelf training products whichare available to other organisations. It is a nati-onal leader in the use of technology to developand deliver high quality education and training. Students of all ages, from country regions andcities, from across the state and beyond,rely onOTEN-DE for educational access. As an instituteof open learning OTEN-DE provides serviceswithout boundaries. Students can access courses in many ways: in theworkplace, at home, at school or at college, incombined arrangements with other TAFE NSWInstitutes, or with other providers and enterpri-ses. Its doors are open for all. There are teachers, resources and services fordelivering over 600 fully accredited subjects andmodules. Together they unite to make OTEN-DEthe largest provider of distance learning inAustralia.

Snapshot• Largest provider of distance education & trai-

ning in Australia• Services 32 000 students enrolled in 660 fully

accredited TAFE subjects and modules• Provides all learning materials for school deli-

very of distance education in NSW• Distance education delivery to 2,080 full-time

students who cannot attend school.• Provides single courses to 4,602 students who-

se schools cannot provide a wider curriculumchoice.

• Manages statewide TAFE NSW library systemsand collection services.

• Provides corporate departmental library &information services

• Offers traineeships and apprenticeships• S u p p o rts V. E . T. for Schools via distance delivery• Develops and maintains a huge range of

resources across all media• Develops custom-designed workplace training

for business clients• Has videoconferencing facilities, TV studios

and multimedia production facilities. • Produces TVED - educational programs broad-

cast nationally on SBS every weekday• Collaborates with national and international

partners in training initiatives• Supports the TAFE NSW training for the Syd-

ney Olympics.

Vision

To be a globally recognised leader in the devel-opment and delivery of innovative, accessible,resource based distance education products andservices.

Mission

This vision will be achieved by taking advantageof OTEN-DE’s:• Unique capacity to provide lifelong educatio-

nal pathways with particular responsibilitiesfor isolated and disadvantaged learners.

• Cumulative experience in distance educationand flexible materials development and deli-very

• Critical mass of collective technological andeducational expertise

• Extensive range of learning resources• Purpose-built multimedia facilities and infra-

structure.

s i d e · 1 2

ABOUT OTEN-DE

The Organisation

What we look likeOTEN-DE is located in a purpose-designed buil-ding at Strathfield with a school Distance Educa-tion State Office located at Bathurst. Integral tothe city site design is an integrated technologyplatform, incorporating video conferencing andsatellite technology. With its emphasis on flexi-bility of delivery and high technology, the Strat-hfield site has enabled OTEN-DE to expand itscourse delivery through multimedia, cable TVand the Internet.

Open Learning ProgramOpen Learning Program delivers teaching andsupport services for students enrolled in TAFEcourses. The Open Learning Program (OLP) isthe TAFE delivery arm of OTEN-DE offeringsome 250 TAFE NSW courses to 32,000 studentsacross NSW, Australia and overseas. The subjectsand modules offered reflect a mix of nationallyaccredited courses. In addition, there are 50commercial courses.OLP uses telephone, video, audio, fax, email,broadcast TV, satellite, online support and printin the delivery of its courses. Practicals are heldat TAFE colleges or on-site.

Teaching SectionsOLP has over 120 full time teaching staff, 200part time and almost 700 off site teachers whohave a wealth of technical, educational, industryexperience and syllabus expertise. The teachingsections are grouped into four areas, Access Pro-grams, Business Services, Production Industriesand Service Industries . There are also specialiststaff who support Aboriginal students, peoplewith disabilities, non-English speakers, inmates,and juvenile justice students.

Schools ProgramOTEN -DE delivers distance education to 6,682school students. The majority of enrolments arefull-time primary and secondary students whoare prevented from attending school on a regu-lar basis due to special circumstances. More than20% of OTEN-DE school students live in geo-graphically isolated areas.

Others are: Vocationally talented, travellingwithin Australia or overseas, from the ACT, LordHowe and Norfolk Island and Papua New Gui-nea, experiencing medical conditions, experien-cing disability difficulties, pregnant, home carersor residents of juvenile institutions.

The balance of school student enrolments arepart-time, single subject students whose schooldoes not offer the subject of their choice.

Distance Education CentresPrimary and secondary school education is deli-vered by Distance Education Centre (DEC) staffwith the support of OTEN - DE learning materi-als and staff. There are 18 DECs across the state;some are autonomous while others are integra-ted with a host school.

Open High SchoolLanguages Other Than English (LOTE) are deli-vered as single subjects by the Open HighSchool located in Sydney. In 1998 OTEN - DEdeveloped materials in 11 languages across 39courses.

The Access ProgramFive clusters of rural schools enable students tocomplete secondary schooling at their localschool through the Access Program. Telematicteaching using telephone, computer and facsi-mile machines allows a teacher in one place tointeract with up to six other class groups inschools separated by hundreds of kilometres.Appproximately 400 students in 21 small highschools were enrolled in this program in 1998.

Country Areas ProgramThe Country Areas Program (CAP) is a Commo-nwealth Targeted and Quality Schooling Pro-gram that involves 216 government schools and24 Catholic systemic and independant schools.The program is directed at students in primaryand secondary schools who are educationallydisadvantaged by geographic isolation.

s i d e · 1 3

Flexilearn & Acceler8Some of OTEN-DE's subjects are available byFlexilearn and Acceler8 - special arrangementswhere home study is combined with workshops.An increasing number of modules will also beavailable on the internet.

Vocational ResourceDevelopment

The Vocational Resource Development Unit pro-duces education and training resources in a vari-ety of media for internal and external clients. This highly talented group includes materialsdevelopment officers, instructional designers,editors, graphic and web designers, technicalillustrators and multimedia specialists. In additi-on there are on-site production staff, includingproducers, directors, writers, technical mainten-ance and service personnel.Vocational Resource Development offers adesign and development service to both internaland external clients. We can design, developand produce a wide variety of education andtraining resources in most media. Examples ofour recent products can be seen in the Techno-logy Showcase.

FLEXILEARN & ACCELER8Some of OTEN-DE's subjects are available byFlexilearn and Acceler8 - special arrangementswhere home study is combined with workshops.An increasing number of modules will also beavailable on the internet.

Learning Design at OTEN-DELearning design at OTEN-DE focuses on custo-mer needs and the achievement of students’desired learning outcomes using educationallyefficent and cost effective teaching and learningstrategies.

s i d e · 1 4

TAFE PLUS provides flexible training solutions inall industries through short courses, customisedtraining programs, consultancy services andresource materials.

TAFE PLUS is the commercial arm of TAFE NSW.With access to all TAFE NSW resources, includingspecialised trainers and practising professionals,TAFE PLUS can respond promptly to your organi-sation's changing needs as well as to legislativeand industry-wide developments.

TAFE PLUS offers a range of services on a com-petitive, commercial-fee basis. These include: • short courses which are highly concentrated

and focus on specific skills in a range of com-mercial and industrial applications. Shortcourses are available to corporate clients aswell as individuals needing to update theirskills

• custom designed training programs for orga-nisations and industry associations to focus onspecialised training needs

• consultancy services to assess and design trai-ning programs

• training resources which can be used for self-paced or in-house training

TAFE PLUS short coursesOur short courses for individuals are highlyfocused, can be skill or competency-based andare developed as a result of industry demand.They range in length and can be delivered inmany formats - for example, from half a day toa full week or weekend program.

Customised programs TAFE PLUS can design new short courses, adaptexisting mainstream (TAFE NSW) courses, andincorporate your specialist requirements to deli-ver a comprehensive training program. Courses can be delivered in a range of ways: • in your workplace • face-to-face at a TAFE campus or other venue • evenings or weekends • by distance learning

Elements from competency-based NationalTraining Packages can also be included in aprogram.

Consultancy services

TAFE PLUS consultancy services assist organisati-ons and industry bodies with training strategiesdesigned to increase their skill base and produ-ctivity levels. These services include:

• training needs analysis • skills auditing • workplace assessment • training planning • training package development • ongoing monitoring and advice

TAFE PLUS works with your organisation orindustry body as a business partner. We helpidentify 'gaps' in your training, to ensure youare meeting (or exceeding) industry standards.We can help you determine the best way tomeet training objectives and corporate strate-gies.

s i d e · 1 5

TAFE PLUS

Training Resources

TAFE PLUS training resources are available inprint, video, audio, multimedia, or computer-based formats.

Training solutions CHOICEACCESSIBILITY FLEXIBILITYQuality

What does TAFE PLUS provide?

CHOICE in training content. TAFE PLUS canpackage any existing or proposed courses and/ormodules to your specifications.

ACCESSIBILITY to TAFE PLUS informationnetworks and to regional staff. This means youcan contact specialists at many geographic loca-tions or industry-based TAFE NSW EducationalServices Divisions (ESDs).

SPECIALIST INDUSTRY ADVICE AND CONSULTATI-ON for individual employers or industry bodies.This is the key to ensuring that your specific orindustry-wide training needs are met and areconsistent with competencies identified. TAFEPLUS will consult with you to ensure that thetraining package you need contains all of theessential and desired options and structure.TAFE NSW has industry focused training consul-tants and ESDs that are constantly monitoringdevelopments within industries.

FLEXIBILITY in delivery. TAFE PLUS will train youwhere, when and how you prefer, for example: • in your workplace • face-to-face at a TAFE campus or other venue • evenings or weekends • by distance learning

in almost any format, including: • fast-track • practical hands-on workshops • multimedia • simulations • offshore

Any combination of the above can be organi-sed. TAFE PLUS will consult with you to establishthe best way to ensure your training needs aremet, as, when and how you need them.

Training Resources

Whether you are delivering in-house or externaltraining to clients or employees, TAFE PLUS cansupply you with training resources (includingtrainer guides), or offer them to you underlicence.

TAFE PLUS has all the resources to ensure thatyou have a 'Total Solution' for your VocationalEducational Training needs.

s i d e · 1 6

The New Zealand Qualifications Authority co-ordinates qualifications in secondary schools andin post-school education and training, maintainsnational standards, ensures recognition of over-seas qualifications and administers nationalsecondary and tertiary examinations.

Role of NZQA

The New Zealand Qualifications Authority wasestablished to co-ordinate national qualificati-ons. It took over the functions of several agenci-

es that had run schools, trades and vocationalexaminations. It also assumed new responsibiliti-es, notably to develop a national qualificationsframework and to approve non-universitydegrees. The Qualifications Authority deals with the pro-vision and quality of qualifications; it does notwrite the curriculum and it does not providefunds for education and training.

The New Zealand Qualifications Authority is aCrown Entity established under the Education

s i d e · 1 7

The New Zealand Qualifications Authority

Overview - education in New Zealand

Act 1989. The Authority is appointed by theMinister of Education, and is accountable throu-gh the Minister to Parliament. The Mission oftheQualifications Authority is to promote improve-ment in the quality of education in New Zeal-and through the development and maintenanceof a comprehensive, accessible and flexible Nati-onal Qualifications Framework (NQF). In essen-ce, the NQF is a means by which national quali-fications have a high credibility both throug-hout New Zealand and overseas, and are relatedto each other in ways that assist people toupgrade their qualifications without having torepeat unnecessarily previous study and assess-ment.

Maori

The Qualifications Authority is committed to theprinciples of the Treaty of Waitangi. The Treatyof Waitangi was signed in 1840 between therepresentative of Queen Victoria and Maori, theindigenous people of NZ. Today the Treaty ofWaitangi has become the basis for negotiationsbetween government representatives and Mao-ri. The Authority has a team called Te Tari o Te Pou(the Office of Te Pou) which is dedicated to dea-ling with Maori issues. The staff of Te Tari o TePou facilitate the development of Maori unitstandards and national qualifications, and provi-de advice and information to Maori educationand training providers and Maori learners.All Maori staff are part of the NZQA Maorinetwork. The Network meets monthly and pro-vides a chance to raise Maori issues across theAuthority. A main priority for the Network isalso professional development. A Responsiveness to Maori Management plangives all staff opportunities to learn about Mao-ri language, culture and values within the con-text of the Authority.

Framework Explained

The National Qualifications Framework (NQF) isa system designed to recognise the attainmentof knowledge, understanding and skills by allpeople in New Zealand. Framework qualificati-ons are quality assured and nationally recogni-sed. Learners who register on the Framework areable to accumulate credits over time and at the-ir own pace as they work towards a qualificati-on.

Approving and Administering Standards All qualifications currently registered on theFramework are composed of registered unitstandards - statements that describe what alearner knows or can do. Because the unit stan-dards are nationally agreed, learners’ achieve-ments can be recognised in a number of contex-ts. Their knowledge and skills will be transferab-le between qualifications and providers. Standards specify learning outcomes. Havingqualifications based on learning outcomes iswhat makes Framework qualifications differentfrom other qualifications systems (which areoften focused more on outputs such as courses,or inputs such as curricula or teaching hours).Outcomes models have been endorsed by inter-national bodies involved with funding educati-on systems (eg: the World Bank, Asian Develop-ment Bank and the OECD). The Framework is built on a process of consen-sus. Standards are drafted by expert groups(engineers for engineering standards, geograp-hers for geography standards and so on). Thedraft standards are then circulated to stakehol-ders for comment and contribution. Once stan-dards are agreed to and registered, they aresubject to review by stakeholders and expertson a regular basis. This allows for standards tobe refined and updated over time. Each unit standard has a defined credit valueand sits at a specified level on the Framework.Credits may be accumulated from differentlearning institutions or workplaces towards asingle qualification. All organisations accreditedto assess against standards recognise Frameworkcredits awarded by others.

s i d e · 1 8

Eight Levels of Progression The Framework has eight levels of progression.Levels 1-3 are of approximately the same stan-dard as senior secondary education and basictrades training. Levels 4-6 approximate toadvanced trades, technical and business qualifi-cations. Levels 7 and 8 equate with advancedqualifications of graduate and postgraduatestandard. Framework qualifications:National Certificates - at all levels but normallyfound at levels 1-4 National Diplomas - at levels5 and upwards

Standards-Setting Bodies The expert groups which set standards and takepart in the accreditation of education and trai-ning providers are known as standards-settingbodies (SSBs), National Standards Bodies (NSBs),Industry Training Organisations (ITOs), StandardsImplementation Bodies (SIBs), Whakaruruhau oradvisory groups. NSBs represent fields of learn-ing eg humanities, science, business, while ITOsrepresent industries eg forestry, manufacturing,tourism.

Accredited Organisations Only accredited organisations are able to assesslearners against Framework standards, andaward credits. Accreditation means an educati-on provider or workplace has sufficient experti-se in teaching and assessing, and adequate qua-lity management systems to deliver what is pro-mised to the learner. It is the organisation thatis accredited, not its programmes. The Framework system gives education and trai-ning providers much freedom to develop theirown programmes. The unit standards state theoutcomes that programmes should generate,not how they must be learned or assessed. Edu-cation and training programmes can be desig-ned in whatever size or form is appropriate tothe learners and the organisation. This flexibilityleads to new types of learning and a range ofassessment opportunities. These give learnersgreater access to learning and enable providersto use resources more effectively. Much fram-ework assessment occurs in the workplace.

Assessment Assessment can be done by the representativeof an accredited provider (a school, private trai-ning establishment, wananga, government trai-ning establishment or a tertiary institution) orby a registered assessor. Registered assessors areindividuals registered by an Industry TrainingOrganisation (ITO) or National Standards Body(NSB) to assess within their area of responsibili-ty. A wide range of evidence may be used tocompare a candidate’s performance against aunit standard as part of the assessment process.As well as traditional tests, projects etc, anassessor can use evidence of prior achievementsor evidence from the candidate’s workplace totest performance against a standard.

Moderation Methods Consistency among assessors is gained throughmoderation systems which ensure that assessorshave a common view on what ‘meeting thestandard’ means. Moderation methods caninclude assessor training, regional panels, mode-rator visits, examples of learner work, commonassessment tasks, meetings of assessors andmoderation of assessment activities before theyare used with learners.

Record of LearningOnce a learner is assessed and awarded credit,the learning institution notifies NZQA and thecredit is then added to the NZQA databasealong with other credits achieved by the learner.Once a year, or more often if requested, thelearner receives a record of all standards andqualifications he or she has achieved in the pastyear. This is called the Record of Learning and isan official document, useful as a credential tofuture employers or education providers.

MaoriThe National Qualifications Framework allowsfor the formal recognition of the traditionalknowledge of New Zealand's indigenous peop-le, the Maori. New Zealand is the first country inthe world to establish an entire education fieldthat formally recognises traditional knowledge.It could have major implications for the range

s i d e · 1 9

and types of programmes that can be offeredby training providers. Maori experts are involved in the developmentof unit standards in fields of practice such asReo Maori (Maori language),Whakairo (carving), Raranga (weaving) andTikanga (customs and practices). In the past the-se subjects have been viewed as »hobbies« or»recreational activities«. Maori experts are also involved in the develop-ment of unit standards that provide a Maoridimension to general subjects such as businessand management, tourism, funeral services andfilm and electronic media. These experts sit on advisory groups calledwhakaruruhau. They draw on their ownnetworks to develop unit standards and qualifi-cations. There are currently 14 whakaruruhau inthe Maori field. There are whakaruruhau insome of the other NQF fields. Some industry tra-ining organisations also have Maori advisorygroups. The chairperson of each whakaruruhau sits onthe National Standards Body Maori (NSB Maori).The main task of the NSB Maori is to look afterthe interests of unit standards and qualificationsin the Maori field.

s i d e · 2 0

Mission

The pursuit of Excellence and Equity in Vocatio -nal and Community Education.

Goals

• To provide learning opportunities of qualityand relevance which help prepare people forvocational roles.

• To provide a fulfilling work environment andacting always within the requirements ofgood employment practice.

• To provide equal opportunities for all peoplewhatever their gender, ethnic origin or speci-al needs.

• To engage in activities including teaching,consultancy and research to enhance the atta-inment of the other objectives and torespond to trade, professional and communi-ty needs.

Values

The Auckland Institute of Technology values: • Quality in the educational programmes provi-

ded and in the environment, both physicaland professional, in which staff and studentswork.

• Creativity, innovation, scholarship, researchand excellence in teaching.

• People and their needs as individuals.• Equity.• Effectiveness, efficiency and accountability.• The Auckland Institute of Technology respects

the principles of the Treaty of Waitangi.

AIT to be AUT

The Auckland Institute of Technology has ear-ned university status. The Institute’s name will change to theAuckland University of Technology from 2000. The chairman of AIT's Council, Tony Lanigan,said all those who had worked for the past fiveyears to achieve university status for the benefitof students were delighted. »The decision recognises the high calibre educa -tion AIT has to offer and that it meets the char -acteristics of a university as set out in the Educa -tion Amendment Act 1989,« Dr Lanigan said. The change to university status will benefit stu-dents by encouraging international recognitionand portability of their qualifications, as well asaccessibility to international contracts and post-graduate programmes. AIT President John Hinchcliff said university sta-tus will not change or compromise the style ofeducation that has characterised the institution’shistory and ethos – providing education that isstudent-centred, vocationally and professionallyrelevant. »Our focus will still be to offer study at all levelsfrom foundation courses to doctorates, maintai -ning the ability for students to »staircase« theirway to a higher level, providing classes for inter -active learning and enhancing students’ learn -ing experience with professional placements.AUT will provide research that enhances learn -ing and development of the professions« DrHinchcliff said. AIT is already one of the largest tertiary provi-ders in New Zealand with 25,000 students enrol-led this year. Its arts, health studies, businessand science and technology faculties currentlyoffer between them 350 different programmesat doctorate, masters, under-graduate, diplomaand certificate level.In June, the institute signed an alliance with theUniversity of Auckland, which formalised the

s i d e · 2 1

The Auckland Institute of Technology

collaborative relationship the two institutionsalready had been developing. At the heart ofthat agreement was recognition of the benefitsof a differentiated system of tertiary educationin New Zealand, in which research-led universiti-es and universities of technology had distinctivecontributions to make to developing an interna-tionally competitive, knowledge-based society.

History

Take a quick look back in time and see howwe've changed.1895 The Auckland Technical School opens

with a roll of 30.1907 The roll climbs to 1150 students.1913 The Auckland Technical School changes

its name to Seddon Memorial TechnicalCollege. Seddon Tech, as it was known,grew into the largest secondary school inNew Zealand with a roll of 1,800 day and2,500 evening students.

1960 The Education Department created sepa-rate college and polytechnic divisionsand the Auckland Technical Institutebecame a tertiary institution. From thattime on a wide range of new academicprogrammes was offered in addition totraditional trades courses.

1981 The Teachers Training College onAuckland's North Shore is closed and theassets transferred to the Institute. TheNorth Shore Akoranga campus has sincegrown into the nation's largest HealthStudies faculty.

1989 The Institute of Technology. With thepassing of the Education Act, AIT is ableto award bachelor degrees.

1990 Today, AIT is the largest institute oftechnology in New Zealand with morethan 25,000 students enrolled annuallyin a wide range of programmes.

s i d e · 2 2

The Labour Market Policy Group is a businessunit of the Department of Labour, New Zealand.It provides advice and analysis on the operationof the labour market, including:• strategic advice and analysis of macro econo-

mic and labour market issues; • policy advice and analysis on the interface

between the Department’s specific policyportfolios (employment, industrial relations,occupational safety & health, immigration),and the labour market as a whole;

• monitoring and investigating changes in thelabour market;

• facilitating the development of an evaluationstrategy for the Department;

• advisory/research services to the NationalAdvisory Council on the Employment ofWomen (NACEW);

• Accident Rehabilitation and CompensationInsurance policy advice.

The Labour Market Policy Group’s policy role issupported by its monitoring, research and evalu-ation activities. The Group routinely monitorsand reports on all major labour-market andmacro-economic trends and forecasts. The Grou-p’s research programme currently includes:• research into regional variations in labour

market indicators; • wage dispersion trends and explanations; • productivity issues; • the impact of the minimum wage on employ-

ment and unemployment; • analysis of labour market outcomes for

migrants;

Accident Compensation Corporation (ACC) claimpatterns and claimant behaviour.Research findings are published in the LabourMarket Bulletin. The purpose of the Bulletin isto make the Labour Market Policy Group’s rese-arch more widely available, and to encouragefurther debate on issues related to the labourmarket and labour market policies.

s i d e · 2 3

Department of Labour

New Zealand’s electrotechnology companies useETITO to facilitate and support their training.A wide and diverse range of industry sectorswork with ETITO – electrical appliance servicing,industrial measurement and control, motorrewinding, electronic manufacturing, electronicstechnology, security, telecommunications andcall centres.

The Electrotechnology ITO

• oversees the development of industry stan-dards and qualifications

• arranges training and assessment • manages government training subsidies • promotes careers in electrotechnology.

What ETITO can do for you

You can gain access to an industry specific trai-ning system that:• Upskills your workforce. • Results in national qualifications based on

industry designed standards. • Matches standards to the work your company

does. • Can be delivered and assessed on and off the

job, as you require. • Attracts a government subsidy through a Trai-

ning• Agreement. • Links to further training and qualifications. • Is kept current through regular industry

review.• Is portable from one workplace to another.

Career informations for Schoolsand Students

An industry of the futureFact: electronics is the world’s number oneemployer.It is one of New Zealand’s fastest growing indu-stries and skilled workers and new entrants arein short supply.

Career ProspectsRight now there are career opportunities in ele-ctrotechnology for people with the right attitu-de, skills and qualifications. Not just for universi-ty graduates, but for people of all interests,talents and abilities. These jobs are well-rewar-ded with strong career prospects.

What is Electrotechnology?It covers a huge area of skills and jobs and inclu-desthe following sectors:• electrical engineering (electrician) • electronic manufacturing (everything from• whiteware to circuit boards) • electrical servicing and repair • industrial measurement and control (of pro-

cesses in manufacturing areas, such as steeland dairy production)

• telecommunications • electronics technology • the security industry• call centres.

Spoilt For ChoiceThere is so much diversity within the industrythat it is possible to transfer your skills easilyacross a number of different sectors throughoutyour career.You can be self-employed, work in small firm, orwork with a big company like Tasman Pulp andPaper, Fisher and Paykel, Tait Electronics or PDL.Check out the range of work below.

s i d e · 2 4

Electrotechnology IndustryTraining Organisation (ETITO)

Types of WorkOnce again, it is hugely varied. Here's just asample to give you some idea.• registered electrician • designing, installing and maintaining• telecommunications systems • designing, installing and maintaining• electronic security systems • assembling electronic components and goods

for sale and export• designing new software• administration, training and supervisory roles

in all the above areas Our new training system is the perfect way tostart a career in electrotechnology.

A Great Career Choice For WomenThe electrotechnology industry is a world leaderin more ways than one. It is a modern and prog-ressive industry which actively recruits, trainsand promotes women as a valued part of theworkforce. With the right training anyone canget ahead.

All Our Training is Nationally RecognisedAll our training was designed by this industryfor this industry. It is based on national stan-dards leading to nationally recognised qualifica-tions - National Certificates and NationalDiplomas registered on the National Qualificati-ons Framework. To get an overview of our trai-ning system click here: how our training systemworks.

Start At SchoolGet your career off to a flying start by studyingtowards one of our National Certificate qualifi-cations while you’re still at school. Our schoolprogrammes cover a wide range of foundationskills in electricity and electronics which you canuse to head into specialist areas once you get ajob.

Earn As You LearnApprenticeships and traineeships are alive andwell in the electrotechnology industry. Thismeans you learn on the job and earn whileyou’re doing it. First you must find an employerwho will take you on as an ETITO apprentice or

trainee.

How do I get an apprenticeship or trainees-hip?To help your chances of gaining an apprentices-hip or traineeship with an employer you cancomplete some of our introductory NationalCertificate level 2 unit standards at school orwith a polytechnic or private training establis-hment. See your careers advisor or electronicsteacher for advice.

How Do Apprenticeships and TraineeshipsWork?The system is very practical. Apprentices and tra-inees are supervised by their employers as theyalways have been, but the emphasis is on rea-ching industry standards not just serving time.National standards specify the level of perform-ance required from you. All training and asses-sment is designed to help you meet these requi-rements. Training and assessment is a combination of onand off-job learning. Much of it now takes placein workplaces, where practical skills are oftenbest learned and tested. Off-job training can be completed with anyaccredited provider including polytechnics, pri-vate training establishments and secondaryschools.

Higher Level LearningFor those who are ambitious, you can move onto higher level qualifications. For informationon higher level electrotechnology qualifications,contact your local polytechnic or university.

Training and assesment

The Competency Based Training SystemThe national qualifications in Electrotechnologyare made up of competency standards. Compe-tency standards list explicitly what a person hasto know, or be able do to be considered compe-tent in an area of skill and knowledge. Eachstandard has credits attached.When enough credits are achieved a nationalqualification is awarded.

s i d e · 2 5

Electrotechnology qualifications are part of theNational Qualifications Framework.

AssessmentThis competency-based system is designed toestablish a person’s competence in actual practi-ce and not just through an exam or time served.A person must demonstrate that they are com-petent by being assessed against the industry'sstandards.Whenever possible, assessment is carried out aspart of a person's normal working day and isbased on the job they do in the workplace. Thismight involve direct observation by a workplaceassessor on the job; or completed projects,assignments, job cards, log books or reports.When standards are met and credits achieved,the information is held on a national databaseand forms part of a record of lifelong learning.This is the official proof of achievement

Workplace AssessorsOn-job assessment is a convenient and practicaloption for employers of any size, anywhere inthe country. Assessors may be employers, super-visors, production managers or training person-nel. ETITO provides training for assessors andgives them assessment guides and tools to helpwith workplace assessment.

Quality AssuranceEvery industry sector works with ETITO to devel-op a system called moderation which ensuresthat assessments are fair and consistent andmeet industry and NZQA standards.

RECOGNITION OF PRIOR LEARNINGA Flying Start To A Qualification People already in the workforce with on-jobexperience can get their current skills assessedand credited towards an ETITO National Qualifi-cation. Credit is not an automatic right. Peoplemust be assessed as being currently competentin the area concerned. All or part of a NationalQualification may be awarded. Training can bearranged so a person can complete whateverstandards they need to gain the qualificationthey seek.

PICK AND MIX TRAINING PACKAGESFor Mature Learners People already in the workforce who want toupskill in selected areas can pick and mix unitstandards to suit them and their firm's require-ments. ETITO can help incorporate these stan-dards into a personal or company training plan.Contact us on connect@etito.co.nz

THE TRAINING PROCESSHere's how the process works:• Match standards to your workplace or career

requirements. • Register training agreements to access the

government subsidy.• Train to chosen industry standards. • Assess competency against the standards. • Report standards met and credits achieved. • Achieve a National Certificate or Diploma. Contact ETITO personnel for assistance in desig-ning the training solution for you.

TRAINING AGREEMENTSTraining agreements are the key to accessinggovernment training subsidies. They are registe-red with ETITO.A training agreement between an employer andan employee states the training programme anemployee is undertaking. It is linked to (butseparate from) the employment contract andoutlines the responsibilities of both parties.

WHO PAYS?Industry training is funded from governmenttraining subsidies and industry contributions. Toget the government subsidy, industry must payfor some of the training costs. Commonly, eitherthe company or the training employee will paythese.Costs of training vary, depending on the natio-nal qualification sought.

s i d e · 2 6

Introducing Skill New Zealand

Skills Development for WorkSkill New Zealand oversees a range of initiativesdesigned to build a highly skilled and adaptableworkforce. Our aim is to contribute to New Zea-land's competitive advantage in the global mar-ket. We prepare school leavers to start theirworking lives, assist unemployed people toreenter the workforce, and facilitate training toraise the skills of people currently in employ-ment.

Our OrganisationSkill New Zealand is a Crown Agency, with aNational Office in Wellington and a network ofregional offices that enables us to assist learnersand industry around the country. We work withmany stakeholder groups including industry,educators, Maori and Pacific Islands people. Wepurchase quality training on behalf of Govern-ment for these groups.We also work closely with Work and IncomeNew Zealand, the Ministry of Education, theMinistry of Maori Development, the new Zeal-and Qualifications Authority, Workbridge, theDepartment of Labour and senior schools.

Leadership Innovation and DiversitySkill New Zealand is a leader in the develop-ment of work-related education and training.We contract a wide range of education and trai-ning providers to develop innovative and effe -ctive learning pathways under Training Opport-unities and Skill Enhancement. The aim is toempower local communities to respond quicklyto the education and training needs of theirlearners and employers.This practical focus is underpinned by ongoingresearch into adult education and learning. Thisenables Skill New Zealand to provide strategicleadership and promote best practice in keyeducation and training issues.

Training for Competitive AdvantageSkill New Zealand supports workplace learningthat raises skills and boosts competitive advan-tage for business. Our aim is to improve accessto structured training in the workplace throug-hout peoples working lives. We purchase trai-ning in most areas of industry through IndustryTraining Organisations and also oversee a rangeof complementary initiatives at enterprise levelaimed at identifying skill needs and improvingproductivity. A key focus is on integrating capa-bility skills such as literacy, numeracy and com-munication, into workplace education and trai-ning.

Breaking Down Barriers to LearningA highly skilled, competitive economy requiresall of its workforce to be able to contribute, notjust some. Skill New Zealand develops and pur-chases a varied range of training for the mostdisadvantaged in the labour market. Our aim isto remove barriers to employment and furthereducation and training. Particular attention isgiven to those under-represented in training,including Maori, Pacific Islands people, women,those with low or no qualifications and olderworkers with redundant or unrecognised skills.

Closing the Gap for MaoriSkill New Zealand is committed to reducing edu-cation and employment disparities for Maorilearners. We achieve quality education and trai-ning outcomes for Maori learners in a variety ofways, including initiatives developed and run byMaori providers and organisations. In purcha-sing education and training for Maori, Skill NewZealand places great emphasis on creatinglearning environments that recognise Maorineeds and integrate Maori capability skills, suchas Te Reo, Tikanga and Te Mana Tangata.

s i d e · 2 7

Skill New Zealand

TERTIARY EDUCATION & TRAINING IN NEW ZEALAND – A GUIDE

A Guide to Schooling in New Zealand[både i html- & pdf-format]

A FUTURE QUALIFICATIONS POLICY FOR NEW ZEALAND:A Plan for the National Qualifications Framework

http://www.minedu.govt.nz/Tertiary/Guide/

http://www.minedu.govt.nz/Schools/Guide/

http://www.minedu.govt.nz/NQF/paper.htm

s i d e · 2 8

Web-udgivelser om New Zealand

»Competence-based Learning in the Workplace«is a collaborative development project betweena number of private companies , VocationalEducation and Training institutions, and rese-arch institutions in Denmark.

The focus of the project is the development offlexible ICT-based learning programmes foradults - learning programmes based on anevaluation of the existing competences of eachemployee and the need for further competencewithin the company as a whole.

The project involves testing five pilot projects infive companies in Denmark. Each pilot projectincludes the following activitites:

• identifying the need for competences in thecompany.

• evaluating existing competences of individualemployees.

• converting traditional courses into flexibleand ICT-based learning.

• developing new organizational models whichmake room for these learning processeswithin the work routines of the companies.

• implementing the learning programmes inthe companies.

In order to be able to carry out these activities,the teachers from the five Danish VET instituti-ons who participate in the project develop theirown skills, competences and qualificationswithin three areas:

• pedagogical apects of flexible and ICT-basedlearning,

• technical aspects of ICT and learning• layout and design

This is done through a process of action-learn-ing while working on the pilot projects. In thisproject we expect to take full advantage of theflexibility of distance education, that is theasynchronism of time and space.

To inspire and support the efforts of the projectgroup we plan to import experience and know-how from suppliers of distance education andflexible learning in e.g. EU, USA, Canada, Asiaand Australia. We are looking for partners inthe development of new kinds of distance edu-cation products and for collaborative networksfor new innovative development projects ingeneral. We are also interested in licence con-tracts on products which may be used in Europeand worldwide.

s i d e · 2 9

COMPETENCE-BASED LEARNING[tekst fra engelsksproget KBL-brochure]

Cooperation

Danish Vocational Training Centres have estab-lished a network together with Local LabourMarket Authorities, coordinated by a PrivateConsultancy Firm. The purpose is to establish a platform for inno-vation: to pool best practises, experiences andressources, and jointly develop new methodsand projects based on available best knowledgeand know-how from the individual partners inthe Network. The cooperation is a network in the very bestmeaning of the network concept. It is based onthe sharing of knowledge and confidence ineveryday business, without too many bureau-cratic obstacles. The approach is project based,from case to case.

Project 1998-99

»Labour market surveillance and improvements in the training systems foradults«The Danish Network has taken up the challengeof further developing the links between labourmarket surveillance and training for adults. Thelinks are understood as the communicationbetween labour market systems and the trai-ning systems in the way of a series of questions: • What is the need for which kind of compe-

tences in the future?• How do we find out about it?• How do we implement it into our training

programmes and thus into the labour force?

Two perspectives, which are important to thegroup, are firstly the process of lifelong learn-ing, and secondly the distance learning marketand its potential as a truly global market,potentially taking over the local markets fordevelopment of qualifications. Coming from a Danish background:• in which there is consensus around the idea

that skills must be updated and developedduring the entire working life of a person

• in which vocational training for adults is con-sidered to be also a public responsibility

• and in which the planning, development andadaptation of vocational training program-mes take place in a close cooperation betw-een the public authorities and the organizati-ons of employers and organizations ofemployees

the Network would like to learn more aboutEuropean, American and Asian different appro-aches and would like also to get the opportuni-ty to exchange experiences with colleagues.

s i d e · 3 0

Lifelong Learning & Labour Market Surveillance

[tekst fra engelsksproget KUA-brochure]

The Network

AMU-Center Horsens/Silkeborgis part of the Danish labour market trainingscheme (AMU) within the scope of the DanishMinistry of Labour, with targeted labour markettraining for adults. The core of courses is short-term courses linked closely to the local labourmarket policy and the needs for business andindustry. Fields of activities are: Transportationand logistics, Iron and Metalworking, Electroni-cs, Building and Construction Industry, ProcessIndustry, Wood Industry, Cleaning and Service,Textile and Clothing, and Information Technolo-gy.

Randers Business College offers basic youth education as well as a rangeof further business education programmes. Mostof these are specialised courses with periods ofbuilt-in industrial experience. The college is anindependant institution under the Danish Mini-stry of Education, and educational planning andadult vocational training is a main activity areafor the local business environment. Activities inthe college are: Basic Commercial Educations,Advanced Educations, Distance Education, Re-training, System Exports and International Coo-peration.

Kolding Technical College offers tecnical upper secondary education toyoung people and a wide range of educationsand supplementary training for adults, as anindependant institution under the Danish Mini-stry of Education. Kolding Technical College operates in the fol-lowing main fields: Hotel and Restaurant Trade,Hairdressing, Dental Assistant, Graphical Design,Printing and Media, Farming, Technical Sciences,Metalwork, Craftmanship & Industry.

AF-Vejle and AF-Aarhusare a part of the Danish Employment Service,and part of the work done by the Danish Mini-stry of Labour. The activities are run by a Regio-nal Labour Market Board, which is a tri-partitebody, comprising representatives of employers,employees and representatives from the munici-palities and the county. One of the two maintasks is to ensure, that no enterprise with aneed for staff should apply in vain to any of thejobcentres. The AF is as part of that activityresponsible for local labour market surveillance.

TBC-Consultis a private consultancy working with develop-ment of national and international mainstrea-ming projects in the area of Training, Businessand Culture.

s i d e · 3 1