Developing a Comprehensive VET System The australian Experience 开发一个全面的职教培训体系 澳大利亚的体验 By Paul Byrne, VET Reform Advisor to the Australia China( Chongqing) VET Project (ACCVETP)and former CEO Australian National Training Authority 中国-澳大利亚(重庆)职业教育与培训项目职教改革专家、 澳大利亚国家培训总署前任首席执行官保罗拜恩先生 Australia embarked on a major VEt reform journey in the late 80s of last century as a result of a recession brought about by a large decline in the value of the trad itional natural resources and primary production export base and the subsequent need to restructure Australian industry towards higher value added manufacturing and service industries The VET system had previously been focused on a few trad itional trades and industries, was isolated from enterprises and was fragmented across Australia as each of the eight states operated a completely independent VETsystem, mainly through state owned TAFE colleges National industry organisations and the Australian Council of Trade unions urged national action to reform the VEt system and restructure industrial awards and Agreements to reward workers for gaining and using new skills The development of world-class skills for Australia's existing and emerging workforce was. for the first time centre stage By 1990 the national government had decided to act definitively and began a reform that continues today
1 Developing a Comprehensive VET System The Australian Experience 开发一个全面的职教培训体系 澳大利亚的体验 By Paul Byrne, VET Reform Advisor to the Australia China (Chongqing) VET Project (ACCVETP) and former CEO Australian National Training Authority 中国-澳大利亚（重庆）职业教育与培训项目职教改革专家、 澳大利亚国家培训总署前任首席执行官保罗.拜恩先生 Australia embarked on a major VET reform journey in the late 80’s of last century as a result of a recession brought about by a large decline in the value of the traditional natural resources and primary production export base and the subsequent need to restructure Australian industry towards higher value added manufacturing and service industries. The VET system had previously been focused on a few traditional trades and industries, was isolated from enterprises and was fragmented across Australia as each of the eight states operated a completely independent VET system, mainly through state owned TAFE colleges. National industry organisations and the Australian Council of Trade unions urged national action to reform the VET system and restructure industrial Awards and Agreements to reward workers for gaining and using new skills. The development of world-class skills for Australia’s existing and emerging workforce was, for the first time, centre stage. By 1990 the national government had decided to act definitively and began a reform that continues today
The national government challenged the state's constitutional authority over education by proposing that they cooperate in a national vet system with industry playing a leading role. After much argument and the promise of substantial add itional national government funding for Vet delivery, the states agreed and the australian National Training Authority was created and became operational in 1993 Over the anta period from 1993 to 2005 VET was transformed into a strong national system with two hallmarks: national operation and industry leadership. Post ANTA these two principles continue to be fund amental The Australian System Before Reform 改革前的澳大利亚职业教育体制 Before the VET reforms our system was made up of 8 state-based systems that lacked consistency 职业教育改革前我们的教育体制缺乏统 性,是由八个州各自的教育体制组成的 It was supply-driven rather than based on expected industry needs 它过去是以供给为导向的而不是以行业需求 为导向的 Training provided within industry was not officially recognised 行业提供的培训没有得到官方的认可
2 The national government challenged the state’s constitutional authority over education by proposing that they cooperate in a national VET system with industry playing a leading role. After much argument, and the promise of substantial additional national government funding for VET delivery, the states agreed and the Australian National Training Authority was created and became operational in 1993. Over the ANTA period from 1993 to 2005 VET was transformed into a strong national system with two hallmarks: national operation and industry leadership. Post ANTA these two principles continue to be fundamental. 3 The Australian System Before Reform 改革前的澳大利亚职业教育体制 • Before the VET reforms our system was made up of 8 state-based systems that lacked consistency 职业教育改革前我们的教育体制缺乏统一 性，是由八个州各自的教育体制组成的 . • It was supply-driven rather than based on expected industry needs 它过去是以供给为导向的而不是以行业需求 为导向的 • Training provided within industry was not officially recognised 行业提供的培训没有得到官方的认可
Australian vet reforms 澳大利亚职业教育与培训改革 Established a national system coordinated by the Australian National Training Authority(ANTA) 建立了由澳大利亚国家培训总署协调的国家体系。 Industry representatives on Board of ANTA 行业的代表担当澳大利亚国家培训总署理事会成员 Industry consultative bodies at national and state levels provide advice on changing skills and hanging level of demand for skills 国家和州层面的行业咨询机构负责为不断变化和提高 的技能需求提供建议 Provide equal status to training provided on the job 为各职业提供同等的培训 Over a five-year period a national training framework was developed and refined. Now called a national skills framework to reflect its outcomes orientation, the national framework puts into practice the principles of an industry led and national system through the three pillars of an Australian Qualifications Framework, a quality framework and packages of industry defined competency standards
3 2 Australian VET Reforms 澳大利亚职业教育与培训改革 • Established a national system coordinated by the Australian National Training Authority (ANTA) 建立了由澳大利亚国家培训总署协调的国家体系。 • Industry representatives on Board of ANTA 行业的代表担当澳大利亚国家培训总署理事会成员。 • Industry consultative bodies at national and state levels provide advice on changing skills and changing level of demand for skills 国家和州层面的行业咨询机构负责为不断变化和提高 的技能需求提供建议。 • Provide equal status to training provided on the job 为各职业提供同等的培训 Over a five-year period a national training framework was developed and refined. Now called a national skills framework to reflect its outcomes orientation, the national framework puts into practice the principles of an industry led and national system through the three pillars of an Australian Qualifications Framework, a quality framework and packages of industry defined competency standards
National Training Framework 国家培训框架 Australian National Training Framework 澳大利亚国家培训框架 Australian Quality Training Package Training Framework (Competency Standards 澳大利亚质量培训框架 培训包(能力标准) Australia Qualification Framework 澳大利亚资格认证框架 The Australian Qualifications Framework links all the post-compulsory sectors of education and provides broad descriptors of the level of each qualification Australian Qualifications Framework 澳大利亚资格框架[wtm Certificates and Diplomas Universities综合性大学 职教科生证书和 doctoral Degree博士学位 Framework 文耗 Vocatio asters Degreet士学位 EducationE业教育 Graduate Diploma 研究生文凭 Advanced Diploma Bachelor Degree学士学位 Schools学校 高级专科文凭 Assodate Degree/Advanced Diploma制学位高敏专码女y CertificaⅣ圆级正书 CertificatⅢ三级证书 Certficate二额减书 CertificateⅡ二级证书 Certificate I鬟证书 Certificate h猴书 Education数窅高级证书
4 6 Australian National Training Framework 澳大利亚国家培训框架 National Training Framework 国家培训框架 Australian Quality Training Framework 澳大利亚质量培训框架 Training Packages (Competency Standards) 培训包（能力标准） Australian Qualification Framework 澳大利亚资格认证框架 The Australian Qualifications Framework links all the post –compulsory sectors of education and provides broad descriptors of the level of each qualification
Competency standards, developed by each industry sector and packaged into qualifications within the Australian Qualification Framework, form the second pillar of the australian skills framework. These industry products are called"Training Packages and must be endorsed by the national quality body before use 澳大利亚技能框架的第二个支柱由能力标准构成。这些能力标准由各行业领域开发 并打包进入澳大利亚该框架下的资格。这些行业产品被称为“培训包”。培训包必 须经过国家质量管理部门的批准才能使用, National Training Framework 国家培训框架 Australian National Training Framework 澳大利亚国家培训框架 Australian Quality Training framework (Competency Standards 奥大利亚质量培训框架 培训包(能力标准) Australian Qualification Framework 澳大利亚资格认证框架
5 Competency standards, developed by each industry sector and packaged into qualifications within the Australian Qualification Framework, form the second pillar of the Australian skills framework. These industry products are called ‘Training Packages’ and must be endorsed by the national quality body before use. 澳大利亚技能框架的第二个支柱由能力标准构成。这些能力标准由各行业领域开发 并打包进入澳大利亚该框架下的资格。这些行业产品被称为“培训包”。培训包必 须经过国家质量管理部门的批准才能使用。 21 Australian National Training Framework 澳大利亚国家培训框架 National Training Framework 国家培训框架 Australian Quality Training Framework 澳大利亚质量培训框架 Australian Qualification Framework 澳大利亚资格认证框架 Training Packages (Competency Standards) 培训包（能力标准）
Training Packages培训包 ENDORSED 准和认可 Competency Assessment Standards能力标准 资格认证 Guidelines鉴定指南 A Training Package describes the skills and knowledge needed to perform effectively in the workplace 培训包描述了在职场中需要有效掌握的技能和知 They do not prescribe how an individual should be trained.并没有对培训方 式做出要求 Teachers and trainers develop leaning strategies-the " how-depending on learners needs, abilities and circumstances.老师和培训老师负责制定学习 方法,关于如何学习,则取决于培训对象的需求、能力和具体的实际情况 The third pillar of the system is the quality framework. Known as the Australian Quality Training Framework, this framework is overseen by the National Quality Council and regulates VET provider quality and industry competency standards quality The Council also ensures that VeT qualifications remain within the guidelines of the Australian Qualification Framework and sets guidelines for course accred itation where there is identified demand outside the current scope of the industry developed Training Packages The National Quality Council itself administers the quality framework requirements for the industry developed Training Packages, while the quality assurance standards for VET delivery organizations are administered by the eight state governments, with regular reporting to the Council
6 22 Training Packages 培训包 Competency Standards能力标准 Qualifications 资格认证 Assessment Guidelines 鉴定指南 ENDORSED 批准和认可 A Training Package describes the skills and knowledge needed to perform effectively in the workplace. 培训包描述了在职场中需要有效掌握的技能和知识。 They do not prescribe how an individual should be trained. 并没有对培训方 式做出要求。 Teachers and trainers develop learning strategies – the “how” – depending on learners needs, abilities and circumstances.老师和培训老师负责制定学习 方法，关于如何学习，则取决于培训对象的需求、能力和具体的实际情况。 The third pillar of the system is the quality framework. Known as the Australian Quality Training Framework, this framework is overseen by the National Quality Council and regulates VET provider quality and industry competency standards quality. The Council also ensures that VET qualifications remain within the guidelines of the Australian Qualification Framework and sets guidelines for course accreditation where there is identified demand outside the current scope of the industry developed Training Packages. The National Quality Council itself administers the quality framework requirements for the industry developed Training Packages, while the quality assurance standards for VET delivery organizations are administered by the eight state governments, with regular reporting to the Council
National Training framework 国家培训框架 Australian National Training Framework 澳大利亚国家培训框架 Australian Quality Training Packages Training Framework (Competency Standards 澳大利亚质量培训框架 培训包(能力标准) Australian Qualification Framework 澳大利亚资格认证框架 a key function of the AQTF is to set quality standards for Vet delivery and assessment organIzations Any organization wishing to deliver Australian Vet qualifications must be assessed against the AQtF standards and be registered by one of the state authorities acting on behalf of the AQtF and the National Quality Council 澳大利亚质量培训框架 AQTF ·澳大利亚质量培训框架是确保所有的注册培 训机构及他们签发的资格证书在全澳大利亚 得到认可的一个机制。它包括两套标准,即: The Australian Quality Training Framework(AQTF) ensures that all Registered Training Organisations (RTOS)and the qualifications they issue are recognised throughout Australia. The AQTF includes two sets of standards ·注册培训机构遵循的标准; RTO standards 认证机构遵循的标准。 Standards for Accrediting bodies
7 26 Australian National Training Framework 澳大利亚国家培训框架 National Training Framework 国家培训框架 Australian Quality Training Framework 澳大利亚质量培训框架 Australian Qualification Framework 澳大利亚资格认证框架 Training Packages (Competency Standards) 培训包（能力标准） A key function of the AQTF is to set quality standards for VET delivery and assessment organizations. Any organization wishing to deliver Australian VET qualifications must be assessed against the AQTF standards and be Registered by one of the state authorities acting on behalf of the AQTF and the National Quality Council. 27 澳大利亚质量培训框架 AQTF • 澳大利亚质量培训框架是确保所有的注册培 训机构及他们签发的资格证书在全澳大利亚 得到认可的一个机制。它包括两套标准，即： The Australian Quality Training Framework (AQTF) ensures that all Registered Training Organisations (RTOs) and the qualifications they issue are recognised throughout Australia. The AQTF includes two sets of standards: • 注册培训机构遵循的标准； RTO standards • 认证机构遵循的标准。 Standards for Accrediting Bodies
by this means all registered vet providers become registered Training organisations or RTOS There are no exceptions and registration for Vet delivery applies to private organizations or schools, public TAFE colleges, secondary schools, universities and enterprises Registered Training organisations often work in partnership with enterprises that assist he rto with vet delivery, particularly assessment Employers, apprentices and trainees in enterprises(off-job training may take place in TAFE, schools, private RTOs or the enterprise) 企业雇主、学徒和受训者(脱产培训也可在TAFE学院、学校、私立注册培训机 构或企业中实施。) Enrolled Enrolled School Employees Enrolled students students students fthe students 入学籍 入学籍 在校生 nterprise入学籍的 的学生 的学生 企业雇员 学生 TAFE RTOS Private School rtos Enterprise University 注册为注册 RTOS 注册为注册 RTOS RTOS 培训机构的 私立注册 培训机构的 注册为注册 注册为注册培 TAFE学院 培训机构 学校 培训机构的 训机构的大学 STATE TRAINING AUTHORITIES ( STA STAs register and audit RTOs and may suspend or cancel Registration All decisions have national effect 州培训局(STAs) 州培训权威部门注册并审计注册培训机构,也负责暂停或取消他们的注册 所有决定具有国家效力
8 By this means all registered VET providers become Registered Training Organisations or RTOs. There are no exceptions and registration for VET delivery applies to private organizations or schools, public TAFE colleges, secondary schools, universities and enterprises. Registered Training organisations often work in partnership with enterprises that assist the RTO with VET delivery, particularly assessment. Employers, apprentices and trainees in enterprises (off-job training may take place in TAFE, schools, private RTOs or the enterprise) 企业雇主、学徒和受训者 （脱产培训也可在TAFE学院、学校、私立注册培训机 构或企业中实施。） Enrolled students 入学籍 的学生 Enrolled students 入学籍 的学生 School students 在校生 Enrolled students 入学籍的 学生 TAFE RTOs 注册为注册 培训机构的 TAFE学院 Private RTOs 私立注册 培训机构 School RTOs 注册为注册 培训机构的 学校 Enterprise RTOs 注册为注册 培训机构的 企业 University RTOs 注册为注册培 训机构的大学 STATE TRAINING AUTHORITIES (STAs) STAs register and audit RTOs and may suspend or cancel Registration All decisions have national effect 州培训局（STAs） 州培训权威部门注册并审计注册培训机构，也负责暂停或取消他们的注册。 所有决定具有国家效力。 Employees of the enterprise 企业雇员
Registered Training Organisations are free to design approaches to teaching and assessment, provided that they assess as outcomes the achievement of the competencies as specified in the industry Training Package they are working with An Rto may have a scope of Registration limited to a few qualifications in a single Training Package or covering many qualifications in a number of Training Packages oss a range of industries RTOS must work with the national industry developed Training Packages and their standards and qualifications unless there is a demand for a course where no training Package is currently available. In this case a nationally accred ited course will be used Training Package qualifications cover over 80% of workplace roles below the professional level in Australia Post anta vet arrangements in australia Following the Australian Government decision to take the functions of the australian National Training Authority into the federal Department of Education, Science and Training dEST) the VEt system has been reorganised while retaining a Skills Framework and the three pillars of industry defined standards and qualifications Training Packages)as the benchmark for rto delivery 行业确定标准和资格(培训包),作为注册培训机构提供职教培训的基 准。 a quality framework for all recognised vET, and 质量框架,适用于所有职教培训。 the australian Qualifications Framework
9 Registered Training Organisations are free to design approaches to teaching and assessment, provided that they assess as outcomes the achievement of the competencies as specified in the industry Training Package they are working with. An RTO may have a scope of Registration limited to a few qualifications in a single Training Package or covering many qualifications in a number of Training Packages across a range of industries. RTOs must work with the national industry developed Training Packages and their standards and qualifications unless there is a demand for a course where no Training Package is currently available. In this case a nationally accredited course will be used. Training Package qualifications cover over 80% of workplace roles below the professional level in Australia. Post ANTA VET Arrangements in Australia Following the Australian Government decision to take the functions of the Australian National Training Authority into the federal Department of Education, Science and Training (DEST) the VET system has been reorganised while retaining a Skills Framework and the three pillars of: • industry defined standards and qualifications (Training Packages) as the benchmark for RTO delivery 行业确定标准和资格（培训包），作为注册培训机构提供职教培训的基 准。 • a quality framework for all recognised VET, and 质量框架，适用于所有职教培训。 • the Australian Qualifications Framework
澳大利亚资格框架 The following diagrams show the structure of the new arrangements and the roles of the lements The arrangements are shown firstly at the strategy and policy setting level and then at the level of the national vet framework NATIONAL MINISTER OF EDUCATION 国家教育部长 NATIONAL EDUCATION AND VET(DEST) 国教育、科学和培训部 州职部长 MINISTERIAL COUNCIL FOR TER PLUS ATE MINISTERS IIEE 州培训权机神 家行业技能 邮长任主任 委员金 OF VET DELIVERY NEACHSTATE. NATIONA 国家质量员金 职的运行进行管 国高级盲员委员会
10 澳大利亚资格框架 The following diagrams show the structure of the new arrangements and the roles of the elements. The arrangements are shown firstly at the strategy and policy setting level and then at the level of the national VET framework. 9 NATIONAL MINISTER OF EDUCATION 国家教育部长 NATIONAL DEPARTMENT OF EDUCATION AND VET (DEST) 国家教育、科学和培训部 MINISTERIAL COUNCIL FOR VET (MINCO) NATIONAL MINISTER PLUS THE STATE MINISTERS CHAIRED BY NATIONAL MINISTER 职教部级协会 国家级部长和州部长 由国家级部长任主任 NATIONAL INDUSTRY SKILLS COMMITTEE (NISC) 国家行业技能 委员会 NATIONAL SENIOR OFFICIALS COMMITTEE (NSOC) 国家高级官员委员会 NATIONAL QUALITY COUNCIL (NQC) 国家质量委员会 STATE MINISTERS OF VET 州职教部长 STATE TRAINING AUTHORITIES (STA’S) 州培训权威机构 ADMINISTRATION OF VET DELIVERY IN EACH STATE, WITHIN THE NATIONAL SKILLS FRAMEWORK 国家技能框架下每个州对 职教的运行进行管理
