Faculty of Education - Theses

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Author: Den Brinker, P. A. V × End date: 1985 × Start date: 1980 × Type: Masters Coursework thesis × Subject: Australia ×

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    Australian TAFE systems: a comparative approach
    Den Brinker, P. A. V ( 1984)
    TAFE has strengthened its identity since the Kangan Report, but its historical background can be traced back for well over a century. It espouses a philosophy of access and has advanced aims with respect to individuals and the community. However, TAFE falls short of its ideals due to outside influences and its own inadequacies. The organization and co-ordination of TAFE show a great deal of diversity. In some States it is part of an Education Department, whilst in others it is a department in its own right, with direct access to a Minister for Education. Although some desirable organizational features exist, the TAFE organizations are essentially bureaucratic and different structures are required if they are to cope with change. TAFE offers a multitude of programs. They include a small number of courses which lead to professional status, but TAFE's involvement in this area is minimal and can virtually be ignored. Of greater importance are the para-professional courses, which aim to train support personnel for related professional occupations. They are also offered in CAEs and in some States there has been a longstanding dispute over which sector should conduct them. Traditionally TAFE has been associated with the training of apprentices. The relative importance of this has declined, although considerable resources are devoted to the area. A major disparity is the time spent by apprentices at TAFE colleges in the same trade in different States. One category of programs which has expanded rapidly in most States, includes the skilled trade and vocational courses outside the apprenticeship system. Many of these are in specialised areas and only of local relevance. TAFE also offers subjects similar to ones available in secondary schools, as well as transition education programs. Variations between the States exist with respect to entry requirements, subject topics available, costs, duration and student selection. The previous programs are vocationally oriented, but in addition TAFE conducts adult education courses. Participation in these is very high and in some States they form a significant part of the teaching program. Financial support for TAFE has increased since the Kangan Report. However, unlike the other tertiary sectors, TAFE depends for the major part of its funds on State Governments. The criteria presently employed for Commonwealth grants could disadvantage some States. TAFE needs to develop greater coherence in its course structures, as well as national perspectives. It also should speak out on issues in accordance with its basic philosophies and aims. Furthermore, some of the finance spent on TAFE could be better deployed elsewhere.