RI IT Teaching
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TASTAFE ICT Teaching
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Finland
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Austria
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Campus ownership and management
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TAFE NSW. This brings a social responsibility that spans communities
and adds to the complexities where we have to try and offer training options
to a wide range of perceived needs
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TASTAFE. This brings a social responsibility that spans communities
and adds to the complexities where we have to try and offer training options
to a wide range of perceived needs
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Campuses are owned by either local Govt or Business chamber
HBC is owned by the local business chamber.
Their responsibilities align to the local community and local
business needs
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Campuses are owned by either local Govt or Business chamber.
Their responsibilities align to the local community and local
business needs
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Campus structure
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Business Line/MET Line/Faculty model
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Faculty model
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Individual campus with faculties.
Business/IT joint faculty.
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Individual campus with faculties. Electronics/IT joint faculty.
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Industry Consultation and Course Selection
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Through Skills Councils, various rep bodies and local employers
through consultation and workplace assessment
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Through Skills Councils, various rep bodies and local employers
through consultation and workplace assessment
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Typically Campuses are owned by the Business Chamber or Local Govt so
their scope of courses automatically aligns to their own needs
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Typically Campuses are owned by the Business Chamber or Local Govt so
their scope of courses automatically aligns to their own needs
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Delivery modes
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Very similar across my study tour visits, we are all applying similar
ideas.
Units force a very granular approach, we try to compensate by
clustering to align to business practices
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Very similar across my study tour visits, we are all applying similar
ideas. Clustered delivery and assessment
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Very similar across my study tour visits, we are all applying similar
ideas. Much smaller No of subjects in a qual eg 5-8
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Very similar across my study tour visits, we are all applying similar
ideas.
Much smaller No of subjects in a qual eg 5-8
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Unit selections
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Very networking centric
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Networking plus more generalist options
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Strong partnerships between Business and IT skills
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Strong partnerships between Electronics and IT skills Based on
high-tech manufacturing job opportunities
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Teaching methods
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Partly focused on DE delivery modes as our responsibilities span
campus areas
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Partly focused on DE delivery modes as our responsibilities span
campus areas
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Courses are targeted to local students for local business needs. Not
heavily focused on DE
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Courses are targeted to local students for local business needs. Not
heavily focused on DE
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Assessment methods
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Very process driven with multiple steps around validation, moderation
and ASQA requirements
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Very process driven with multiple steps around validation, moderation
and ASQA requirements
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Much simpler than Australia, not as much process around validation
and moderation.
Students are assessed on a 3 way vote- student, employer, teacher
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Much simpler than Australia, not as much process around validation
and moderation.
Students are assessed by the teacher based on employer feedback.
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Workplace learning
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Yes for trainees and workplace students but not required or common
for other students. We encourage students to do workplace projects
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Yes for trainees and workplace students but not required or common
for other students.
They run a simulated helpdesk for IT problems within their campus
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100%. All students do workplace training in conjunction with
classroom delivery.
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100%. All students do workplace training in conjunction with
classroom delivery. 1:4 ratio either 1 day/week or 10 weeks/year.
Larger employers often provide in-house trainers who support students
and liaise with campuses
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QA
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Based on Institute and ASQA processes
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Based on Institute and ASQA processes
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QA is based on student feedback, all students in all subjects are
surveyed and this is analysed for QA improvement opportunities
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QA is based on student feedback, all students in all subjects are
surveyed and this is analysed for QA improvement opportunities
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