Relevant bibliographies by topics / TAFE

Academic literature on the topic 'TAFE'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "TAFE"

1

Dänzer, Dieter. "Richenhagen kontert Tafe." agrarzeitung 76, no. 16 (2021): 5. http://dx.doi.org/10.51202/1869-9707-2021-16-005-4.

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2

Bowden, Mark P., Subhash Abhayawansa, and John Bahtsevanoglou. "Overconfidence of vocational education students when entering higher education." Education + Training 57, no. 4 (May 11, 2015): 429–47. http://dx.doi.org/10.1108/et-02-2014-0012.

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Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.
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3

Anderson, Damon. "Student perceptions of Career Development and Employment Services in Tafe." Australian Journal of Career Development 6, no. 3 (October 1997): 15–21. http://dx.doi.org/10.1177/103841629700600307.

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Career development and employment services in TAFE perform a vital role in terms of providing students with information to make appropriate course and career choices, opportunities to gain work experience, and access to alternative sources of income. This article analyses the findings of a national study of student perceptions of career development and employment services in TAFE. The survey results show that although students rate career development and employment services among the 12 most important support services in TAFE, there is a high degree of dissatisfaction with the current level and quality of provision. The article argues that a significant improvement is required in the provision of career development and employment services if the vocational needs of TAFE students are to be satisfied and student wastage is to be minimised.
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King, Madeleine, Melinda Waters, John Widdowson, and Arti Saraswat. "Higher technical skills." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 329–44. http://dx.doi.org/10.1108/heswbl-06-2016-0039.

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Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.
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Doratis, Christina. "Career Counselling: A Service or a Product?" Australian Journal of Career Development 9, no. 1 (April 2000): 8–11. http://dx.doi.org/10.1177/103841620000900103.

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The traditional role of counsellors in Queensland TAFE institutes is changing. The competitive agenda and the growing emphasis on TAFE as a business has affected counsellors across the state. This study looks at the trend towards commercial activities in career counselling in TAFE Queensland. A questionnaire was sent to 40 Queensland counsellors to gather data on their fee-for-service career counselling activities. A focus group of 10 counsellors from four institutes looked at how these commercial activities were affecting their traditional role and whether they added value to their services. Case studies of two commercial packages were conducted to look at different models of fee-for-service career assessment, one computer-based and the other pencil and paper profile questionnaires.
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Shao, Hanshuang, Merav Revach, Sandra Moshonov, Yael Tzuman, Kfir Gazit, Shira Albeck, Tamar Unger, and Rivka Dikstein. "Core Promoter Binding by Histone-Like TAF Complexes." Molecular and Cellular Biology 25, no. 1 (January 1, 2005): 206–19. http://dx.doi.org/10.1128/mcb.25.1.206-219.2005.

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ABSTRACT A major function of TFIID is core promoter recognition. TFIID consists of TATA-binding protein (TBP) and 14 TBP-associated factors (TAFs). Most of them contain a histone fold domain (HFD) that lacks the DNA-contacting residues of histones. Whether and how TAF HFDs contribute to core promoter DNA binding are yet unresolved. Here we examined the DNA binding activity of TAF9, TAF6, TAF4b, and TAF12, which are related to histones H3, H4, H2A, and H2B, respectively. Each of these TAFs has intrinsic DNA binding activity adjacent to or within the HFD. The DNA binding domains were mapped to evolutionarily conserved and essential regions. Remarkably, HFD-mediated interaction enhanced the DNA binding activity of each of the TAF6-TAF9 and TAF4b-TAF12 pairs and of a histone-like octamer complex composed of the four TAFs. Furthermore, HFD-mediated interaction stimulated sequence-specific binding by TAF6 and TAF9. These results suggest that TAF HFDs merge with other conserved domains for efficient and specific core promoter binding.
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Gale, Mary-Anne. "Rekindling warm embers." Australian Review of Applied Linguistics 34, no. 3 (January 1, 2011): 280–96. http://dx.doi.org/10.1075/aral.34.3.02gal.

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This paper reviews the teaching of Aboriginal languages in the tertiary sector of Australia, looking at the stronger languages taught in the university sector versus those languages under revival that tend to be taught in the TAFE sector. The paper summarises the status of courses offered state by state, and sets the scene with some historical background. The metaphor of ‘rekindling warm embers’ is used to describe revival programs, with a focus on the Ngarrindjeri experience in South Australia. The point is made that language teaching programs require the involvement and support of Elders, whether taught in the TAFE or university sector.
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Fieger, Peter, Renato Andrin Villano, John Rice, and Ray Cooksey. "Two dimensional efficiency measurements in vocational education." International Journal of Productivity and Performance Management 66, no. 2 (February 13, 2017): 196–215. http://dx.doi.org/10.1108/ijppm-09-2015-0139.

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Purpose In Australia, the vocational education and training (VET) sector accounts for approximately A$8 billion of public spending, of which around A$6.6 billion is spent on government providers that include Technical and Further Education (TAFE) institutes. The TAFE institutes in Australia are large, public VET providers, generally funded and managed by state government. Measuring the efficiency and effectiveness of TAFE institutes is of great interest to policy makers, regulators, consumers and to the institutions themselves. The paper aims to discuss these issues. Design/methodology/approach In this study the authors use data relating to student cohort demographics, institutional characteristics and educational outcome data, while employing stochastic frontier analysis, to develop two distinct efficiency measures and models. The first model examines institutional efficiency in the transformation of financial resources into teaching loads. The second model evaluates efficiency in the transformation of institutional resources into post-study employment outcomes. K-means cluster analysis is used to establish groupings of similar institutes and subsequent canonical discriminant analysis is employed to develop a typology of these clusters. Findings In both models the authors find significant inefficiencies in the Australian TAFE system. The relationship between both efficiency measures is then assessed. While there is no direct linear relationship, a distinct pattern could be detected. Finally the authors develop a typology of efficient institutions. Originality/value This study contributes to the existing research by defining efficiency in vocational education in two distinct ways and by the utilisation of the derived efficiencies in the development of a typology of efficient institutes. In doing so, this research makes an original contribution to the understanding of the drivers of efficiency in vocational education.
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Vickers, Margaret, and Stephen Lamb. "Why State Policies Matter: The Influence of Curriculum Policy on Participation in Post-Compulsory Education and Training." Australian Journal of Education 46, no. 2 (August 2002): 172–88. http://dx.doi.org/10.1177/000494410204600206.

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This study examines the effects of state curriculum policies on participation in post-compulsory education and training. Whereas studies in the past looking at this issue have tended to focus on school retention rates alone, the present study measures participation in education and training more broadly, taking account of the greater diversity of provision of post-compulsory education. This is achieved by including data on technical and further education (TAFE) and non-TAFE vocational participation as possible equivalents of high school completion. The results show that state policies do matter, that they affect overall participation rates but, more than this, they have a marked and differential impact on participation for disadvantaged groups.
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Feng, Shanshan, Yongqiang Zhou, Zhengqiang Zhu, Yanfei Chen, and Yunming Zhu. "Microstructure and Mechanical Properties of Laser-Welded Joint of Tantalum and Stainless Steel." Metals 12, no. 10 (September 29, 2022): 1638. http://dx.doi.org/10.3390/met12101638.

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Bimetallic components welded by Ta and stainless steel have great promise for engineering applications, but there is relatively little relevant research. In this study, 0.6 mm-thick Ta and 304L stainless steel plates were laser welded, and the forming characteristics, microstructure, and mechanical properties of the welded joints were analyzed. First-principles calculations were also performed to explore the structural stabilization mechanisms of the two intermetallic compounds, TaFe2 and TaCr2, in terms of mechanical properties as well as electronic structure. The results showed that the weld surface was smooth and free from any defects. Fe-based solid solutions formed grains, while TaFe2, TaCr2, and some Fe-based solid solutions formed intergranular and eutectic structures. In addition, due to the presence of the brittle phases of TaFe2 and TaFe, the microhardness of the weld area can reach 650HV, with an average hardness of 530HV, which is much higher than that of the base material. The tensile shear of the joint at room temperature was 154.77 N/mm, and the fracture occurred in the weld zone on the steel side, showing brittle fracture. TaFe2 is a brittle intermetallic compound, while TaCr2 is ductile. Both TaFe2 and TaCr2 systems have dual properties of metallic and covalent bonding within them, and metallic bonding dominates.
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Dissertations / Theses on the topic "TAFE"

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au, pshorne@aapt net, and Priscilla Jane Shorne. "A study of the lives of casual TAFE lecturers in metropolitan Perth." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090526.110829.

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Towards the end of the last century in Australia one aspect of the restructuring of work has been a major increase in the number of people who are employed on a casual basis. The ‘traditional’ full time permanent job is no longer available to many people. This project examines aspects of the personal and work lives of casual TAFE lecturers in the Perth metropolitan area. It provides a specific case study of workers who have been affected by the changes in the workforce which have developed over the past 25 years. In particular, these are workers who, given their tertiary education and work experience, would not necessarily have expected to be employed on a casual basis but who are now part of the roughly 27% of the workforce employed in this mode. Supporters of the restructured workforce claim that work flexibility has advantages for the economy and for both the employer and the employee and argue that many are happy to work in this mode. This project seeks to test this assertion, to examine briefly the economic and political features that led to casual work being adopted as the preferred employment model at TAFE in Western Australia, and to consider in detail its consequences for some of those employed in this manner. Through a series of interviews of 40 casual TAFE lecturers it investigates some of the particular features of such employment; such as how people obtain and maintain work, and whether they regard themselves as having a career, as well as looking at broader aspects such as stigma, insecurity and the place of risk in the workplace. The research reveals that while this mode of employment suits a subset of casual employees, others pine for greater security and certainty in their working lives.
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Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1435.

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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.
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au, jane lorrimar@challengertafe wa edu, and Jane Lorrimar. "Organisational culture in TAFE colleges : power, gender and identity politics." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.145611.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a ‘vertical slice’ of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE ‘experience’ at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.
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Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.

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This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ personal notions of themselves as liberal educators, with afocus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of ‘critical spirit’ might provide a means for TAFE teachers to stand their ground in relation to the continued reshaping of the TAFE teacher terrain produced by the adoption of the new vocational discourse.This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool (Gee, 2005) with notions of criticalthinker dispositions referred to as critical spirit (Siegel, 1988; Oxman-Michelli, 1992). The elements of critical spirit: openmindedness, independence of mind,wholeheartedness, intellectual responsibility and respect for others (Oxman-Michelli,1992) were used as central components to the development of a coding framework forthe explication of critical spirit from TAFE teacher artefacts and in positioning critical spirit as a discourse. An examination of 12 TAFE teacher case narrative artefacts revealed that elements of critical spirit were evident. Subsequent participantcredibility checks and semi-structured interviews provided diverse data related to teacher embodiment of a critical spirit in relation to the building of certain teacher identities. In some cases participants expressed that their identities were bolstered by engaging in a critical spirit discourse, others cautioned its public embodiment, suggesting that deploying critical spirit made them more visible to surveillance and control. The major finding of this research was that an explicit engagement with acritical spirit discourse was of value to these TAFE teachers. Furthermore, this critical spirit discourse was seen to perform the work of a borderland discourse (Gee, 2005; Alsup, 2006). It afforded a means to traverse the terrain “between disparate personal and professional subjectivities” (Alsup, 2006, p. 5).The research also uncovered other discourses pertinent to participant artefacts. These were identified as a test of fortitude discourse and a community of support discourse.It was postulated that these would extend the critical spirit discourse by adding to Oxman-Michelli’s (1992) five elements of critical spirit. The findings suggested littleevidence to support this position.The significance of this research was in: (a) the production of a methodological construct for explicating particular notions of critical spirit; (b) its contribution to furthering understandings of the professional lives of TAFE teachers and their workworld; and (c) the value that a critical spirit discourse had in strengthening these TAFE teachers’ notions of themselves and their effectiveness. Its contribution tosubstantial knowledge was in its expansion of our understanding of teacher identities within the Vocational Education and Training sector in Australia.
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Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Curtin University of Technology, Graduate School of Business, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16514.

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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.
The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.
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6

Balaba, Silvino Granada. "TAFE-horticulture teachers’ conceptions of curriculum changes in Queensland, 1990-2003." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/46169/1/Silvino_Balaba_Thesis.pdf.

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The period from 1990-2003 was one of unprecedented curriculum change in the Queensland TAFE sector in general and Horticulture in particular. While curriculum theory had been clear for many years that teachers should be involved deeply in the curriculum process, data collected at the end of that period reveals that TAFE Horticulture teachers felt excluded and manipulated by the curriculum developers. With the benefit of distance, this thesis examines TAFE teachers’ conceptions of curriculum change in Horticulture and considers whether events since then have justified their reservations. The research paradigm of this study was informed by the qualitative research orientation of phenomenography based on extended interviews. The study revealed that teachers held eight qualitatively different conceptions of curriculum development. Some viewed the changes as representing a reduction in the quality of education, some as a retreat from education and training while others saw it as a reduction in the quality of teaching delivery. There were teachers who saw it as a way of saving money and others as causing instability and uncertainty, as exploitation of staff and a cause of extra (often unnecessary) work. Most saw the changes as imposed from above with the changes experienced as destructive to staff morale. Despite the generally negative conceptions of curriculum change, the study confirms the importance of teachers being regarded as central in the curriculum change process.
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Cameron, Patricia, and n/a. "Development of a curriculum in supervision for A.C.T. TAFE." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060623.161003.

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It had been apparent for some time that the supervision course taught by ACT TAFE (based on the 1970 NSW curriculum) was not meeting the training needs of ACT supervisors. This study is a detailed account of how the new curriculum in supervision was developed. The first section is a literature survey directed toward the most relevant problems concerning supervision: the duties and responsibilities of supervisors and their training. The literature shows how the perception of a supervisor has changed from that of a craftsman in charge of men in an assembly plant to that of a first-line or sub-manager, technical specialist or workgroup coordinator working with men and women in white collar occupations. Training research was surveyed in the areas of training needs assessment, curriculum, management development and evaluation. From these and further studies specifically on supervision courses in TAFE (the only post-secondary provider of training in this area), it was concluded that its piecemeal and haphazardly developed courses were unlikely to fulfil supervisors' training needs or gain the acceptance of employers. The second part of the field study is a survey of the opinions of ACT supervision students, supervisors and managers on their training needs in supervision. The techniques used were structured interviews with students and a postal questionnaire to managers and supervisors in the public and private sectors. Finally, the curriculum was formulated using results from the two previous sections. Although the response rate from the postal survey was low, the results were nevertheless useful, confirming the data obtained from past students. In the final analysis, three factors contributed almost equally to the design of the curriculum: ideas and findings in the literature, the surveys, and my own experience as a supervisor, manager and teacher.
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Ferris, John A. "Part-time TAFE students' conceptions of enjoyment in learning." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36699/1/36699_Digitised%20Thesis.pdf.

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The issue of enjoyment in learning is important to learners of all ages in various different situations, and appears to be vital to education generally. Initially the research problem and study background are introduced, and the implications and significance of the research are described. The relevant background literature is analysed for its application to this study, and a niche is established for the study of enjoyment in learning in TAFE. A qualitative approach is taken in this research. Here, the methodology used in the research is described, the research question is addressed, and the processes used in carrying out the research and in establishing validity are discussed. This thesis describes a phenomenographic study into part-time TAFE students' conceptions· of enjoyment in learning. Within the study, the phenomenon of enjoyment in learning is examined from a 'second-order' perspective. The essential question behind the research is: What do students understand by enjoyment in learning in TAFE? The thesis describes the understanding that part-time TAFE students have of their experience of enjoyment in learning in their formal studies. It addresses the following issues: What do the students understand by the phenomenon of "Enjoyment in Learning in TAFE?" Are there qualitatively different ways in which students understand, experience or see enjoyment in learning in TAFE? What are the different relationships between the students and their understandings of enjoyment in learning? Are there different ways in which part-time TAFE students interpret the meaning of enjoyment in learning? To elicit qualitatively different conceptions of enjoyment in learning in TAFE, twenty students in the first year of the Associate Diploma of Applied Science (Building) Course at Ithaca TAFE College took part in a pilot study to help the researcher determine a suitable research question. After the research question was designed, sixteen students from the same group, voluntarily took part in the final research study where all students were interviewed. The question was: From your own experience, what do you understand by enjoyment in learning in TAFE? Students' responses from these interviews were then transcribed and were subjected to a phenomenographic analysis. Resulting from these responses, six major categories of description and seven sub-conceptions denoting students' conceptions of enjoyment in learning in TAFE were derived. It was found that: Enjoyment in learning is seen as: * An internalised, individual experience * Emanating from the institution * Being closely related to one's career * Emanating from the classroom environment * Emanating from a learning stimulus * An intellectual experience Both structural and referential aspects of enjoyment in learning were considered in formulating the conceptions. The logical relationship between the categories are described through an outcome space. The six major categories of description, and the outcome space that represents the logical relationship between them, constitute the main outcomes of the research. On the basis of the qualitatively different ways of conceiving the phenomenon of enjoyment in learning, the implications of teaching and learning in regard to enjoyment in learning are discussed. Finally, some suggestions for future research are considered.
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Reeckman, Barbara Mary. "The welfare needs of refugee youth in a TAFE program /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000915.

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Lorrimar, Jane. "Organisational culture in TAFE colleges: power, gender and identity politics." Thesis, Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/164/.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.
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Books on the topic "TAFE"

1

Victoria. Office of the Auditor-General. TAFE governance. Melbourne, Vic: Victorian Government Printer, 2011.

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Kronemann, Michaela. TAFE teachers: Facing the challenge. Southbank, Vic: The Union, 2001.

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National Centre for Vocational Education Research (Australia). A profile of TAFE institutes. Adelaide, S. Aust: NCVER, 2006.

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Field, Laurie. Skilling Australia: A handbook for trainers and TAFE teachers. S. Melbourne, Vic: Longman Cheshire, 1992.

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National Conference on TAFE and the Reconstruction of Higher Education (1st 1988 Australian National University). TAFE and the reconstruction of higher education: A conference summary. [Armidale, Australia]: Department of Continuing Education, University of New England, 1989.

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Mitchell, Robyn. The non-English speaking-background learner in TAFE: A training handbook. [Adelaide, South Australia]: Published by Adelaide College of TAFE for the Department of Technical and Further Education, South Australia, 1987.

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Groenewegen, Hans W. Automation in Victorian TAFE Libraries and the "BOOK" system: Report of an investigation conducted on behalf of the Victorian Association of TAFE College Librarians (VATCL). Camberwell: Victorian Association of TAFE College Librarians, 1987.

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Western Australia. Office of the Auditor General. Value for money in TAFE: Vocational education and training services : performance examination. West Perth, WA: The Office, 1995.

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Erickson, Dorothy, and Judith Hugo. Art & design in Western Australia: Perth Technical College, 1900-2000. Perth, W.A: Central Metropolitan College of TAFE, 2000.

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Werner, Mark C. Destination and career pathways of enrollees from selected South Australian TAFE programs, 1990-1994. Leabrook, S. Aust: National Centre for Vocational Educational Research, 1998.

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Book chapters on the topic "TAFE"

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Brown, Mike. "TAFE in Australia." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_41-1.

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Brown, Mike. "TAFE in Australia." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 41–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_41.

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Ellis, Craig. "The TAFE/VET Pathways Student Experience in Higher Education." In University Pathway Programs: Local Responses within a Growing Global Trend, 167–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72505-5_10.

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Hutchinson, Melinda. "Theme Take a tape recorder." In Themed Activities for People with Learning Difficulties, 207–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032131139-22.

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Gale, Mary-Anne. "Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages Through the TAFE Sector in South Australia." In Language Policy, 455–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_28.

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Caskey, Jacque. "A Case Study of the Educational Experience of Adult Students with Dyslexia Across Five TAFE Institutes in Queensland." In Strategies for Supporting Inclusion and Diversity in the Academy, 353–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43593-6_18.

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Caskey, Jacque. "A Case Study of the Educational Experience of Adult Students with Dyslexia Across Five TAFE Institutes in Queensland." In Strategies for Supporting Inclusion and Diversity in the Academy, 353–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04174-7_18.

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Weisse, Chick. "Liver Tumors/Metastases (TAE/cTACE/DEB-TACE)." In Veterinary Image-Guided Interventions, 238–46. Oxford: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118910924.ch23.

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Ettorre, Giuseppe Maria, and Andrea Laurenzi. "Other “Bridge” Therapies for Liver Transplantation: RFA, TACE, and TARE." In Liver Transplantation and Hepatobiliary Surgery, 183–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-19762-9_19.

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Posypaiko, V. I., and E. A. Alekseeva. "TaF5." In Phase Equilibria in Binary Halides, 395. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-9024-4_161.

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Conference papers on the topic "TAFE"

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Punniyamurthy, Kishore, and Andreas Gerstlauer. "TAFE." In PACT '20: International Conference on Parallel Architectures and Compilation Techniques. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3410463.3414641.

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Wilson, Paul. "Alternative Strategies for Higher Education Provision at TAFE Queensland." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11160.

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Australia’s tertiary education and training sector consists of Higher Education, predominantly funded and controlled by the Federal Government, and Vocational Education and Training (VET) where both the Federal and State Governments have policy and funding responsibilities. While there has been increasing funding and stable policy in Higher Education over the past decade there has been significant change in the Australian VET sector in policy and reduced funding at the Federal and State levels. TAFE Queensland, the public VET provider in the state of Queensland, has undergone a huge transformation of its own over this period of extensive policy change. As a result of policy and organisational changes TAFE Queensland has had to seek alternatives to ensure that students who choose to study at this public provider are able to access higher education courses. This paper outlines various policy change impacts over the past decade and TAFE Queensland’s innovative approach to ensuring that quality applied degrees are available to interested students who prefer to study with this major public vocational education provider.
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Wang, Xin, Fisher Yu, Ruth Wang, Trevor Darrell, and Joseph E. Gonzalez. "TAFE-Net: Task-Aware Feature Embeddings for Low Shot Learning." In 2019 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2019. http://dx.doi.org/10.1109/cvpr.2019.00193.

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Wu, Xueshi, and Mengmeng Wang. "The Design of TAFE Teaching Resource Library Based on Cloud Platform." In 2015 International Symposium on Educational Technology (ISET). IEEE, 2015. http://dx.doi.org/10.1109/iset.2015.15.

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Khan, Md Shahadat Hossain, and Sue Gregory. "New way of investigating ICT- enhanced teaching in TAFE Australia: Disciplinary focused." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0132.

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Teachers’ ways of using ICT (Information and Communication Technology) in various disciplines is a recent issue in the higher educational research paradigm. In order to extend previous findings in relation to this issue, this research proposes an in-depth investigation focusing on vocational teachers’ qualitatively diverse ways of using ICT in different disciplines. A cohort of 11 teachers from three TAFE (Technical and Further Education) institutions of NSW, Australia, were purposively chosen aiming to ensure adequate variations in disciplines, gender, and experience of using ICT. The phenomenographic research approach was considered as the theoretical and methodological underpinning which guided the participant selection, data collection and data analysis. The findings revealed that disciplines have very limited influence on using ICT in TAFE teaching. It further discerned four categories of description: tool, content, subject, and student focused. The findings provide useful information towards improving vocational teaching practices in different disciplines and working as an input for improving teacher professional development program (TPD). In order to generalise these findings, an extended research with a wider sample is recommended.
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Nallasamy, Mani. "A study on threshold concepts in teaching and learning in TAFE-industry training." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062578.

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Spyrou, Tom. "Session details: TAU/ISPD invited session: what will it take to tame the hierarchical design trolls?" In ISPD'13: International Symposium on Physical Design. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/3246458.

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Ebi, Thomas, Mohammad Abdullah Al Faruque, and Jörg Henkel. "TAPE." In the 2009 International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1687399.1687457.

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Lin, Sheng, Peiquan Jin, Xujian Zhao, and Lihua Yue. "TASE." In the 21st ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2396761.2398736.

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Chafi, Hassan, Chi Cao Minh, Austen McDonald, Brian D. Carlstrom, JaeWoong Chung, Lance Hammond, Christos Kozyrakis, and Kunle Olukotun. "TAPE." In the 19th annual international conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1088149.1088176.

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Reports on the topic "TAFE"

1

Lee, Janice, and Kelly Reddy-Best. Forest Tale. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-1047.

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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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O'Brien, K. The poet's tale. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2000. http://dx.doi.org/10.4095/298665.

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Kimel, Isidoro, and William M. Yen. Magnetic Tape Undulators. Fort Belvoir, VA: Defense Technical Information Center, December 1986. http://dx.doi.org/10.21236/ada221736.

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Krull, R. 8mm video tape test. Office of Scientific and Technical Information (OSTI), October 1990. http://dx.doi.org/10.2172/6375254.

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Petr, Rod, John Knag, and Eric Laufer. Eagle Take Minimization System. Office of Scientific and Technical Information (OSTI), March 2018. http://dx.doi.org/10.2172/1460284.

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Sherman, Max H., and Iain S. Walker. Duct Tape Durability Testing. Office of Scientific and Technical Information (OSTI), April 2004. http://dx.doi.org/10.2172/826108.

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Heckman, James. Instrumental Variables: A Cautionary Tale. Cambridge, MA: National Bureau of Economic Research, September 1995. http://dx.doi.org/10.3386/t0185.

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Cottrell, R. L. A. A TALE OF TWO NETWORKS. Office of Scientific and Technical Information (OSTI), September 1985. http://dx.doi.org/10.2172/1447787.

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McDuff, George Glen, and Keith Allen Thomas. A Tale of Three Bombs. Office of Scientific and Technical Information (OSTI), July 2018. http://dx.doi.org/10.2172/1463457.

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