Author: Mageean, Pauline
Type of paper: Abstract refereed
The TAFE National Centre for Research and Development has been commissioned by the Commonwealth Department of Employment, Education and Training and the Australian Conference of TAFE Directors to conduct a national review of TAFE teachers' preparation and development. This paper discusses the early findings of the review. The Commonwealth Government in such documents as Skills for Australia (1987) and TAFE 1990 Commonwealth Programs and Priorities is emphasising the need for reforms of Australian vocational education and training arrangements. These reforms aim to improve the skills of the workforce and to lead to improved economic development and structural change. TAFE has a central role in Australia's vocational training arrangements. As with any education provider, TAFE's major resource is its teachers. If TAFE is to respond appropriately to the challenges flowing from industry and award restructuring it will be necessary to ensure that newly appointed teaching staff are appropriately equipped, and current teaching staff expand their levels of competence, in terms of professional and vocational skills. To ensure that TAFE can respond appropriately to the challenges arising from industry and award restructuring it will be necessary to ensure that newly appointed teaching staff are appropriately trained and current teaching staff expand their levels of competence, in both professional and vocational skills. This review is concerned with full-time teachers who account for 65% of total TAFE teaching hours. Much of it will also have relevance for part-time teachers. Its purpose is to assist TAFE to develop policies for TAFE teachers based on the present and future skill needs of vocational training. From this detailed investigation of the training needs and current skills of TAFE teachers will emerge the key directors for initial and continuing education for TAFE teachers in the next decade.