Where Are We? Reviewing the Training Reform Agenda.

Autor/in	Lundberg, David
Institution	National Centre for Vocational Education Research, Leabrook (Australia).
Titel	Where Are We? Reviewing the Training Reform Agenda.
Quelle	(1994), (65 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-86397-119-9
Schlagwörter	Stellungnahme; Access to Education; Competency Based Education; Educational Change; Educational Policy; Equal Education; Federal Government; Foreign Countries; Job Training; Policy Formation; Postsecondary Education; Sex Fairness; Standards; Vocational Education; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; Politics of education; Bildungspolitik; Bundesregierung; Ausland; Berufsqualifizierender Bildungsgang; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Sexualaufklärung; Standard; Ausbildung; Berufsbildung; Australien
Abstract	The "training reform agenda" refers to a package of reforms in vocational education that was accepted by Australian national, state, and territorial ministers. It has five main themes: nationally consistent competency-based training; national recognition of competence; open national training market; fair participation; and integrated entry-level training system. This agenda has been pursued through a network of bodies that have changed over time: the Commonwealth-State Training Advisory Committee; Vocational Education, Employment, and Training Advisory Committee; and Australian National Training Authority. The National Training Board (NTB) adopts national vocational competency standards developed by competency standards bodies. Ministers have adopted a national framework for the recognition of training. The adoption of an open market as a national policy objective has signaled a significant change of policy direction. If not prevented by appropriate counter-measures, the conflict between the open training market and equitable access may become very significant in its effects. Ministers have also agreed to the development of a unified national entry-level training system. The pace of achieving effective change in the vocational education and training systems has fallen short of the set objectives. Without structural and strategic changes, the training reform agenda will take much longer to achieve fruition. (The bibliography lists 166 books, reports, and articles. Appended are six national goals adopted in 1992 and a list of NTB-endorsed competency standards.) (YLB)
Anmerkungen	National Centre for Vocational Education Research, Ltd., 252 Kensington Road, Leabrook, South Australia 5068, Australia.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC