1.

This final report outlines the areas of focus for government, industry and the community to maximise the benefits of the digital economy for all Australians. This paper explains how government, industry and the community can work together to improve Australia?s international standing. It provides the rationale for government taking strategic and enabling action now to ensure all parts of Australia benefit fully from the digital economy. It outlines those issues on which we must direct our attention today and in the near future to ensure that we are able to fully engage in the 21st century.

2.

The Australian and New Zealand Standard Industrial Classification (ANZSIC) has been developed for use in both countries for the production and analysis of industry statistics. This 2006 edition of the ANZSIC replaces the 1993 edition, which was the first version produced. Prior to then, Australia and New Zealand had separate industry classifications. The 'Related Information' tab has more information on the available support tools which could assist users in the transition from ANZSIC 1993 to ANZSIC 2006.

3.

This report analyses uptake and delivery of Training Packages, age group participation, and educational background of students. In 1999, students undertaking Training Packages as their major course accounted for 8.5 per cent of total training activity. By 2002, this had increased to 41.2 per cent of total activity. Of the 838,000 enrolments associated with Training Packages in 2002, close to 70 per cent of this activity was undertaken across 10 Training Packages (most popular was the Business Administration Training Package).

4.

This paper addresses Australia's workforce threats and opportunities including global change (climate change, new technology), demographic change, economic performance and social inequality. Australia needs a workforce in which more people have skills, but also multiple and higher level skills and qualifications. It stresses the importance of increasing adult language, literacy and numeracy to enable effective educational, labour market and social participation. A matrix is included with visions, objectives, actions, and success indicators. Chapters are: meeting Australia's future skills and workforce demands; raising workforce participation; improving adult language, literacy and numeracy skills; better using skills to increase productivity; enhancing capability of the tertiary educator sector; and creating a shared agenda on workforce futures. Appendices are: costings, occupations, consultation process, regional workforce participation, international examples, workforce development case studies, and a national reform agreement for Australian workforce development.

5.

This Australian Quality Framework page provides this review discussion paper for public comment prior to publishing the final report in April 2001. Paper is available for downloading in pdf format. It includes sets of provisional draft guidelines for a VET authorised Graduate Certificate and Graduate Diploma, which have been provided by the National Training Quality Council (NTQC) of the Australian National Training Authority (ANTA) as a basis for consultation in the context of the overall AQFAB Review, in light of the cross-sectoral implications.

6.

This publication outlines the goals and priority areas for the diverse workforce involved in preventing and minimising drug and alcohol problems. It covers workforce planning, workforce learning, workforce structures and processes and workforce effectiveness.

7.

The report, published by the Australian National Training Authority, proposes a framework for recognising the skills achieved by young people participating in youth development programs. The report flows from a National Youth Development Strategy agreed by the Ministerial Council for Employment, Education, Training & Youth Affairs (MCEETYA) in March 2000. The report recommends eight measures, including a new universal youth participation certificate, mapping youth development skills against secondary school curricula and vocational education and training qualifications, identification of VET qualifications with leadership skills to provide a learning and qualifications pathway for leadership, and others.

8.

A brief document which outlines the history of edna. It includes the initial aims of edna and some of the early achievements.

9.

In this study, a training evaluation process is developed to assist organisations in identifying the financial returns from training investment decisions. The evaluation process uses a range of statistical techniques dependent on the quantity and quality of the data available. The process enables the determination of the value to an organisation from various training projects.

10.

This environmental scan has been prepared to inform the development of the national strategy for vocational education and training 2004 - 2010. It summarises some of the wide range of views on what sort of society we might become. It is based on a desktop literature review of recent international and national research about socio-cultural, economic, employment, governance and education and training issues and assesses the possible implications for the VET system.