Journal articles: '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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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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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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Stevenson, John, and Irene Brown. "Australian TAFE Assessment Practices: Confusing Relevance and Responsiveness." Australian Journal of Education 38, no. 2 (August 1994): 118–38. http://dx.doi.org/10.1177/000494419403800203.

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There are two contrasting world views discernible in contemporary Australian government skill-formation literature: one which recognises the need for the development of underlying cognitive structures and interpersonal attributes for the workplace; and one which values the development of pre-specified observable skills, as in competency-based training. This study examines TAFE assessment practices across Australia, as an indicator of the extent to which each view is represented in practice. The study found that, for initial vocational courses, some practices accord more with the latter world view than with the former; but, for non-vocational courses, there was a greater balance in approaches to assessment and relatively more emphasis on assessing some increasingly important workplace attributes. The implications of some current practices are that TAFE graduates entering the workforce may be inept when required to adapt, solve problems or innovate.

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12

Van Der Linde, Chris. "A new paradigm for evaluating TAFE graduate outcomes." International Journal of Training Research 4, no. 1 (January 2006): 17–29. http://dx.doi.org/10.5172/ijtr.4.1.17.

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Van Der Linde, Chris. "TAFE Diploma Graduates: Personal Capital Investments and Returns." International Journal of Training Research 6, no. 2 (January 2008): 54–74. http://dx.doi.org/10.5172/ijtr.6.2.54.

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Calder, Alan, and Leanne Kruger. "The Electronic Workshop." Aboriginal Child at School 21, no. 4 (September 1993): 15–18. http://dx.doi.org/10.1017/s0310582200005812.

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Courseware delivery for the Remote Area Teacher Education Program (RATEP) began in 1991, a year in which the Cairns College of TAFE successfully employed multimedia technology and interactive learning materials at both Aurukun and Hopevale communities.

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Haffke, Matthias, and Imre Berger. "Crystal structure of human TAF5/TAF6/TAF9 complex at 2.7 A resolution." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1165. http://dx.doi.org/10.1107/s2053273314088342.

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Human general transcription factor TFIID is a megadalton sized multiprotein complex containing the TATA-box binding protein (TBP) and 13 TBP Associated Factors (TAFs). Structural studies by cryo-electron microscopy (cryo-EM) have uncovered the overall architecture of TFIID, providing valuable insight into subunit assembly and promoter recognition at medium resolution. Despite considerable effort, high resolution structural information of TAFs to date have been largely limited to structures of individual domains and assemblies of TAF histone-fold pairs, which are prevalent in TFIID. We used our MultiBac baculovirus/insect cell technology to obtain recombinant TFIID complexes including holo-TFIID in unprecedented quality and quantity, setting the stage for high resolution structural analysis by X-ray crystallography. We identified stable subassemblies of the TFIID complexes by limited proteolysis, and utilized a rapid combinatorial co-expression approach to produce and purify specimens for high-throughput crystallization. We crystallized a thus defined complex formed by TAF5, TAF6 and TAF9 and determined the structure to a resolution of 2.7 Å, revealing intricate molecular interactions at the core of human TFIID.

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Cummins, Phyllis, Philip Taylor, Takashi Yamashita, and Leah Janssen. "Adult Learning and Employment Opportunities for Older Workers in Australia and the United States: Lessons for Adult Education." Innovation in Aging 5, Supplement_1 (December 1, 2021): 145. http://dx.doi.org/10.1093/geroni/igab046.561.

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Abstract This study examined the role community colleges (U.S.) and Technical and Further Education (TAFE; Australia) institutes play in providing educational opportunities to older workers in the U.S. and Australia. Employment for adults of all ages has been impacted by job automation in recent decades. We analyzed national level data to estimate the impacts of job automation by age group. In both the U.S. and Australia, about 65% of older workers in sales occupations are at risk for job loss due to automation. Additionally, we reviewed occupational projection data and employment opportunities for workers who may be displaced by automation. Needs for health care support occupations, such as nursing assistants and occupational and physical therapy assistants are expected to grow rapidly. We will provide several recommendations based on the integration of our findings related to education/training programs and the aging workforce in the context of community colleges and TAFEs.

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Frontini, Mattia, Evi Soutoglou, Manuela Argentini, Christine Bole-Feysot, Bernard Jost, Elisabeth Scheer, and Làszlò Tora. "TAF9b (Formerly TAF9L) Is a Bona Fide TAF That Has Unique and Overlapping Roles with TAF9." Molecular and Cellular Biology 25, no. 11 (June 1, 2005): 4638–49. http://dx.doi.org/10.1128/mcb.25.11.4638-4649.2005.

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ABSTRACT TFIID plays a key role in transcription initiation of RNA polymerase II preinitiation complex assembly. TFIID is comprised of the TATA box binding protein (TBP) and 14 TBP-associated factors (TAFs). A second set of transcriptional regulatory multiprotein complexes containing TAFs has been described (called SAGA, TFTC, STAGA, and PCAF/GCN5). Using matrix-assisted laser desorption ionization mass spectrometry, we identified a novel TFTC subunit, human TAF9Like, encoded by a TAF9 paralogue gene. We show that TAF9Like is a subunit of TFIID, and thus, it will be called TAF9b. TFIID and TFTC complexes in which both TAF9 and TAF9b are present exist. In vitro and in vivo experiments indicate that the interactions between TAF9b and TAF6 or TAF9 and TAF6 histone fold pairs are similar. We observed a differential induction of TAF9 and TAF9b during apoptosis that, together with their different ability to stabilize p53, points to distinct requirements for the two proteins in gene regulation. Small interfering RNA (siRNA) knockdown of TAF9 and TAF9b revealed that both genes are essential for cell viability. Gene expression analysis of cells treated with either TAF9 or TAF9b siRNAs indicates that the two proteins regulate different sets of genes with only a small overlap. Taken together, these data demonstrate that TAF9 and TAF9b share some of their functions, but more importantly, they have distinct roles in the transcriptional regulatory process.

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Rozario, Venkatraman, Chu, and Abbas. "Dominant Factors for an Effective Selection System: An Australian Education Sector Perspective." Systems 7, no. 4 (November 1, 2019): 50. http://dx.doi.org/10.3390/systems7040050.

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With the latest advancements in information technologies, many organisations expect systems to provide effective support in the recruitment process and decision making. However, there is a lack of clarity on the dominant factors required for an effective recruitment system which can influence business outcomes. This paper aimed to identify the predominant factors in the employee selection process and the use of a management system for decision support. The empirical study consisted of a qualitative survey of 74 samples and a quantitative survey of 204 individual participants from 17 organisations coming from technical and further education (TAFE)/dual education (higher education and vocational education) sector members of the Victorian TAFE Association in Australia. Using commonly adopted exploratory factor analysis (EFA) of 38 variables, the data triangulation of the qualitative and quantitative analysis resulted in conformance of five dominant factors under three themes. We believe the results of the study offer actionable suggestions in developing an effective recruitment system and furthers the research in this field of study.

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Karamy, Selma Elfirda. "West Java’s Fashion Diplomacy to South Australia: A Model of Sister Province Cooperation." Tourism and Sustainable Development Review 1, no. 2 (August 31, 2020): 65–75. http://dx.doi.org/10.31098/tsdr.v1i2.5.

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Sister Province is a concept that describes inter sub-national cooperation from two different countries. West Java Province, as one of the three provinces with the largest population in Indonesia, has built a Sister Province cooperation with South Australia. This Sister Province cooperation has been established from 1997 and revitalized during the leadership of the 14th Governor of West Java, Ahmad Heryawan, in 2015. The revitalization of West-South-South Java cooperation began with the signing of a Memorandum of Understanding (MoU) containing work plans in both regions in various fields. In the MoU, West Java and South Australia collaborated in the arts and culture, which is related to the modest fashion. The realization of the West Java and South Australia Sister Province was the cooperation of Bandung Islamic Fashion Institute (IFI) as the first Muslim fashion school in Indonesia, and Technical and Further Education (TAFE) as vocational schools and training in South Australia. This study uses the paradiplomacy theory and the sister province concept as analytical tools. The research was conducted to know how the process and the implementation of IFI and TAFE cooperation as a form of Sister Province Cooperation. The research method used is descriptive qualitative research with literature studies. This research resulted in the cooperation of the Sister Province of West Java-South Australia through IFI and TAFE running quite well, namely by the realization of scientific exchanges and fashion show collaborations between the two institutions. However, other cooperation plans have not been realized and require both parties and the government to assist in the preparation of realization and achieve effective and profitable cooperation.

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White∗, Michael. "TAFE Governance in Western Australia: Reform Proposals and Realities." Journal of Tertiary Education Administration 9, no. 2 (October 1987): 101–16. http://dx.doi.org/10.1080/0157603870090201.

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Beletich, Argy. "Paraprofessional training for the surveyor in NSW tafe commission." Australian Surveyor 40, sup1 (June 1995): 59–64. http://dx.doi.org/10.1080/00050326.1995.10441710.

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Beletich, Argy. "Paraprofessional Training for the Surveyor in NSW TAFE Commission." Australian Surveyor 40, sup1 (June 1995): 59–62. http://dx.doi.org/10.1080/00050335.1995.10558584.

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Pelletier, H., D. Müller, P. Mille, A. Cornet, and J. J. Grob. "Effect of high-energy implantation on TAFe titanium alloy." Surface and Coatings Technology 151-152 (March 2002): 42–46. http://dx.doi.org/10.1016/s0257-8972(01)01597-3.

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McBeath, Clare. "TAFE to higher education: Pathway to mid-career upgrading." Australian Educational Researcher 16, no. 3 (September 1989): 45–52. http://dx.doi.org/10.1007/bf03219450.

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Choy, S., and J. Woodlock. "Implementing Indigenous Standpoint Theory: Challenges For A Tafe Trainer." International Journal of Training Research 5, no. 1 (January 2007): 39–54. http://dx.doi.org/10.5172/ijtr.5.1.39.

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Venville, Annie. "Risky business: Mental illness, disclosure and the TAFE student." International Journal of Training Research 8, no. 2 (December 2010): 128–40. http://dx.doi.org/10.5172/ijtr.8.2.128.

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Khan, Shahadat Hossain. "Emerging conceptions of ICT-enhanced teaching: Australian TAFE context." Instructional Science 43, no. 6 (July 2, 2015): 683–708. http://dx.doi.org/10.1007/s11251-015-9356-7.

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Green, Jennifer. "Supported Competitive Employment." Australasian Journal of Special Education 12, no. 1 (May 1988): 43–44. http://dx.doi.org/10.1017/s1030011200026154.

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The Community Options Program Employment (COPE) Project, was initiated in October 1985 by the Consultant for Students with Intellectual and/or Physical Disabilities at Blacktown College of TAFE (New South Wales Department of Technical and Further Education). It is a cooperative program in on-site training and competitive employment support, for workers with an intellectual disability.

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Mahoney, Dee. "Work experience in a health library: what’s in it for you?" Journal of Health Information and Libraries Australasia 3, no. 3 (January 5, 2023): 20–24. http://dx.doi.org/10.55999/johila.v3i3.127.

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What do Punch and Judy shows, police balls and egg drives have to do with running a hospital? And why are we reading about such things in JoHILA? The answer lies in a fantastic collaboration between the Northern Sydney Local Health District libraries and TAFE NSW Ultimo, which is giving students a work placement experience like no other.

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Hossain Khan, Md Shahadat, and Hanh Thi Nguyen. "TAFE Students' perspective about managing customer service: a quantitative analysis." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 1 (2014): 06–11. http://dx.doi.org/10.9790/7388-04120611.

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RUSHBROOK, PETER. "Tradition, Pathways and the Renegotiation of TAFE Identity in Victoria." Discourse: Studies in the Cultural Politics of Education 18, no. 1 (April 1997): 103–12. http://dx.doi.org/10.1080/0159630970180107.

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Sánchez, L., J. L. Tirado, C. Pérez Vicente, and J. C. Jumas. "Electrochemical lithium and sodium intercalation into TaFe 1.25 Te 3." Journal of Solid State Electrochemistry 2, no. 5 (August 26, 1998): 328–33. http://dx.doi.org/10.1007/s100080050108.

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Rice, Ann. "Technical and further education (TAFE) head teachers: their changing role." Research in Post-Compulsory Education 10, no. 1 (March 2005): 39–56. http://dx.doi.org/10.1080/13596740500200191.

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Sullivan-Windle, Barbara. "Partnerships for Mutual Benefit at Southbank Institute of TAFE Library." Australian Academic & Research Libraries 30, no. 2 (January 1999): 134–42. http://dx.doi.org/10.1080/00048623.1999.10755086.

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Kloppenborg, Paul. "Higher Education in Tafe: A New “Mixed Sector” Library Paradigm." Australian Academic & Research Libraries 41, no. 3 (September 2010): 192–206. http://dx.doi.org/10.1080/00048623.2010.10721463.

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Watson, Louise. "Improving the experience of TAFE award-holders in higher education." International Journal of Training Research 6, no. 2 (January 2008): 40–53. http://dx.doi.org/10.5172/ijtr.6.2.40.

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Cruise, R. J., and R. J. Broadhead. "Higher Education Extended Campus Operations at Sunraysia College of TAFE." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 29–34. http://dx.doi.org/10.47381/aijre.v3i2.378.

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The Sunraysia College of TAFE, in conjunction with a number of other tertiary colleges, offers a range of degree programs. Some of these are conducted full-time and part-time in normal face to face situations during the day and evening whilst others have utilised visiting lecturers on a block release basis, weekend lecturers and tutorials, interactive television and videoconferencing on a formal ongoing basis.

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Abbott, Malcolm, and Chris Doucouliagos. "A Data Envelopment Analysis of the Efficiency of Victorian TAFE Institutes." Australian Economic Review 35, no. 1 (March 2002): 55–69. http://dx.doi.org/10.1111/1467-8462.00223.

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Tunny, Gene. "Field of Study and Employment Outcomes: An Analysis of Tafe Graduates." Australian Journal of Career Development 13, no. 2 (July 2004): 29–39. http://dx.doi.org/10.1177/103841620401300205.

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Finaly, Helen M. "A Case for the Humanities in TAFE Courses: A Utilitarian Argument." British Journal of Education & Work 2, no. 1 (January 1988): 51–60. http://dx.doi.org/10.1080/0269000880020105.

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Watson, Jane, and Helen Chick. "A case study of graduate professional development in the TAFE sector." Australian Educational Researcher 29, no. 2 (August 2002): 73–91. http://dx.doi.org/10.1007/bf03216765.

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Fafeita, Jenny. "The Current Status of Teaching and Fostering Information Literacy in TAFE." Australian Academic & Research Libraries 37, no. 2 (January 2006): 136–61. http://dx.doi.org/10.1080/00048623.2006.10755331.

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Choy, Sarojni, and Viviana Sappa. "Australian stakeholders’ conceptions of connecting vocational learning at TAFE and workplaces." International Journal of Training Research 14, no. 2 (May 3, 2016): 88–103. http://dx.doi.org/10.1080/14480220.2016.1200237.

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Bregu, Allan. "Report on ACTRAC national TAFE language course: stage 1, generic curriculum." Asian Studies Review 19, no. 1 (July 1995): 43–52. http://dx.doi.org/10.1080/03147539508713042.

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Diezmann, Carmel. "The Relationship between TAFE Level Qualifications and Staff Recruitment in Australian Industries." Educational Practice and Theory 29, no. 2 (January 1, 2007): 93–109. http://dx.doi.org/10.7459/ept/29.2.07.

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Robinson, B. "Making Career Planning More Effective for the Job Market: A TAFE Perspective." Asia Pacific Journal of Human Resources 32, no. 1 (September 1, 1994): 89–99. http://dx.doi.org/10.1177/103841119403200108.

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Weadon, Helen, and Adam Baker. "Deviating from the norm: Innovative student pathways for successful TAFE/University transition." International Journal of Training Research 12, no. 3 (December 2014): 192–202. http://dx.doi.org/10.1080/14480220.2014.11082041.

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Tickell, Geoffrey A., and Kosmas X. Smyrnios. "TAFE-to-university transition: the effectiveness of an accounting degree articulation program." International Journal of Training Research 2, no. 2 (January 2004): 49–74. http://dx.doi.org/10.5172/ijtr.2.2.49.

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Costa, Cathy. "A professional development weblog: supporting work-based learning in a TAFE Library." Australian Library Journal 56, no. 1 (February 2007): 36–55. http://dx.doi.org/10.1080/00049670.2007.10722349.

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Sweet, Richard. "Vocational Preparation." Australian Journal of Career Development 4, no. 2 (July 1995): 5–7. http://dx.doi.org/10.1177/103841629500400203.

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Abstract:

National targets for growth in vocational preparation are unlikely to be met by relying upon wage-based models such as apprenticeships and traineeships. Full-time programs in TAFE, like full-time school courses, cannot provide the rich contextual and applied learning needed for high quality vocational education. A strategy that combines general and vocational education, workplace and classroom learning, school and industry training standards as well as links to post-school training is advocated. The Australian Student Traineeship Foundation, launched by the Prime Minister in 1994, is designed to promote and disseminate this strategy.

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Journal articles on the topic 'TAFE'

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