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      Pluto Journals
      skills formation, vocational education, equity, tertiary education, multiskilling


            This paper is addressed to those responsible for determining policy in tertiary vocational education, in particular senior staff in TAFE. It discusses the likely effects of the Government's recent emphasis on skills formation. The context for a skills formation approach is provided and the growing influence industry is likely to have upon vocational education is discussed. TAFE, as the major provider of tertiary vocational education, is the educational organisation most likely to be affected. The need to maintain a commitment to provide education as well as training, and for concern with equity as well as short term economic success, is stressed. The paper argues that we must learn from the thinking behind the economic successes of countries such as Sweden and Japan and use this to produce solutions which will work in our context, rather than simply copy the processes they have used to achieve that success.


            Author and article information

            Critical Studies in Innovation
            Pluto Journals
            December 1989
            : 7
            : 2
            : 292-302
            8629075 Prometheus, Vol. 7, No. 2, 1989: pp. 292–302
            Copyright Taylor & Francis Group, LLC

            All content is freely available without charge to users or their institutions. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission of the publisher or the author. Articles published in the journal are distributed under a http://creativecommons.org/licenses/by/4.0/.

            Page count
            Figures: 0, Tables: 0, References: 31, Pages: 11
            Original Articles

            Computer science,Arts,Social & Behavioral Sciences,Law,History,Economics
            skills formation,vocational education,multiskilling,equity,tertiary education


            1. Australian Council of Trade Unions and Trade Development Council, Australia Reconstructed, AGPS, Canberra, 1987; J.S. Dawkins and A.C. Holding, Skills for Australia, AGPS, Canberra, 1987.

            2. G. W. Ford, ‘Skill formation challenges of internationalisation’, paper presented to Australian Education Conference, Perth, September 1987, p. 2.

            3. O. Bertrand and T. Noyelle, Human Resources and Corporate Strategy. Technological Change in Banks and Insurance Companies: France, Germany, Japan, Sweden, United States, Centre for Educational Research and Innovation, Paris, 1988.

            4. OECD, New Technologies in the 1990s, Paris, 1988.

            5. G. W. Ford, Innovative Approaches at Work: Learning from Others, Occasional Paper No. 6, Commission for the Future, Canberra, 1987.

            6. OECD, Youth and Work in Australia: Comprehensive Policy Agenda, Paris, 1985.

            7. Ford, op. cit., 1987, p. 1.

            8. J. Dawkins, Industry Training in Australia: the Need for Change, AGPS, Canberra, 1988.

            9. Department of Industrial Relations, ‘Government spells out agenda for labour market reform’, Workplace Change, 2, 1988, p. 5.

            10. S. K. Jain, ‘The need for an operational thrust to human resources development’, International Labour Review, 125, 6, 1986.

            11. G. W. Ford, ‘Under-skilled Australia’, Australian Journal of TAFE Research and Development, 2, 2, 1987, pp. 1–10.

            12. G. W. Ford, ‘Learning from Japan: the concept of skill formation’, Australian Bulletin of Labour, 12, 1, 1986, pp. 119–27.

            13. National Printing Industry Committee, NPITC News, 16, October 1987.

            14. Department of Employment, Education and Training, Meeting Australia's Skill Needs, AGPS, Canberra, 1987.

            15. M. Bray, Skill Formation in the Aviation Industry in Sydney, (Master of Science and Society Research Project, University of New South Wales, 1988).

            16. C. Parkinson, ‘TAFE/industry strategy’, The Australian TAFE Teacher, First Quarter 1988, p. 31.

            17. P. Candy, TAFE at the Crossroads: Relationships with Government, Secondary and Higher Education, Higher Education Research and Development Society of Australia, Melbourne, 1988, p. 5.

            18. T. Nunan, ‘Distance education, from margins to mainstream’, Unicorn, 14, 1, 1988, p. 5.

            19. OECD, Universities Under Scrutiny, Paris, 1987, p. 21.

            20. OECD, op. cit., 1988.

            21. E.g., P. Mageean, ‘Work-based learning and its assessment and accreditation implications for educators’, Unicorn, 14, 2, 1988, pp. 85–8.

            22. Parkinson, op. cit.

            23. P. Kirby, ‘Current directions in federal policy in higher education’, paper presented to South Australian Technical and Further Education Seminar, September 1988.

            24. Candy, op. cit., p. 4.

            25. Dawkins and Holding, op. cit.

            26. P. Kirby, Report of the Committee of Inquiry into Labour Market Programs, AGPS, Canberra, 1985.

            27. K. Parkinson, A Glossary of Terms Used in TAFE, Nelson Wadsworth, Melbourne, 1986, p. 49.

            28. Bray, op. cit., p. 83.

            29. ibid.

            30. P. Mageean, ‘The professional development of the TAFE teacher’, Australian Journal of TAFE Research and Development, 3, 1, 1987, pp. 23–30.

            31. OECD, op. cit., 1987, p. 20.


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