Transforming Queensland VET : Challenges and Opportunities (volume 2)

Abstract

This volume is the second in a series that addresses change and development in the
delivery of vocational and education programs in Queensland. A similar volume was
published in 2007. Considerable change was foreshadowed for TAFE Queensland
by the release of The Queensland Skill Plan (QSP) in 2006. This volume addresses
implementation issues for the Actions identified in the QSP. The chapters focus on a
breadth of issues that relate to the changing landscape for teaching and learning in
TAFE Institutes. The incorporation of Information Communication Technologies (ICTs) and
e-learning approaches into the delivery of training packages remain key foci for change,
as was evident in the first volume of this series. The chapters also consider issues for
some client groups in VET, as well as approaches to professional development to build
the capabilities of staff for new teaching and learning environments.
The chapter by Sandra Lawrence examines the professional development issues
for staff across TAFE institutes in the implementation of the Learning Management
System. Suzanne Walsh discusses the issues of new “learning spaces” and “Mode 2
learning in the re-development at Southbank Institute. The chapter by Angela Simpson
focuses on VET in schools and school-to-work transition programs. Josie Drew, in her
chapter, takes up the issues of embedding employability skills into the delivery of training
packages through flexible delivery. The chapter by Colleen Hodgins focuses on the
organisational challenges for Lead Institutes in relation to the professional development
for TAFE educators in light of policy changes. Bradley Jones discusses the changing
roles of libraries in VET contexts and their importance. He examines the adequacy of the
VOCED database and reflects on the current nature, role, and practices of VET libraries.
Finally, Piero Dametto discusses the pragmatics for TAFE educators in understanding
the use of digital objects and learning objects within the LMS and LCMS systems that
were presaged in the QSP.
These papers were completed by the authors as a part of their postgraduate studies at
QUT. The views reported are those of the authors and should not be attributed to the
Queensland Department of Education, Training and the Arts.
Donna Berthelsen
Faculty of Education
Queensland University of Technology