ICVET Promoting Emerging Practice, TAFE NSW International Centre for VET Teaching and Learning

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Related Resources

• Skill Ecosystems/Industry Partnerships
• Strengths based approach

Exemplars

Developing partnerships, VIEWPOINT | eZine May, 2007

Riverina Food and Wine Technology Centre, SKILL ECOSYSTEMS EXEMPLAR | eZine July, 2006

Sutherland Shire Hub for Economic Development (SSHED) Precinct, SKILL ECOSYSTEMS EXEMPLAR | eZine July, 2006

Innovation Management, SKILL ECOSYSTEMS EXEMPLAR | eZine July, 2006

New York - Garment Industry Development Corporation, INTERNATIONAL SKILL ECOSYSTEMS EXEMPLAR | eZine May, 2006

Sheep Cooperative Research Centre, SKILL ECOSYSTEMS EXEMPLAR | eZine May, 2006

The United Kingdom Automotive Academy and the Northwest Automotive Alliance, INTERNATIONALSKILL ECOSYSTEMS EXEMPLAR | eZine February, 2006

Shearer Training, SKILL ECOSYSTEMS EXEMPLAR | eZine February 2006

Indigenous Engagement through elearning in NSW North Coast, EXEMPLAR | eZine February, 2006

CLAYTON, K 2006 Accommodating the needs of mature para-professionals

TAFE NSW VET Pedagogy Project

KROGH, Lola 2003, Training for workplace change for Juvenile Justice Centre staff

TAFE NSW VET Pedagogy Project, Part C of Phase 1

Research

Thornton, Robert H.; Shattuck, James M. Community College Journal of Research and Practice v. 30 no. 2 (February 2006) p. 165-7 Workforce Development Alliances

Part of a special issue on the best practices of 30 community college programs. To help meet the workforce needs of students, Housatonic Community College (HCC) in Bridgeport, Connecticut, has formed many partnerships, including ones with for-profit entities. Three of HCC's partnerships with nonprofit and for-profit organizations are described.

Title: Fowler, Donna; Chernus, Kathy Community College Journal v. 75 no. 6 (June/July 2005) p. 48-50 The Center of the Web: Workforce Development Partnerships

A study conducted as part of the Community Partnerships for Adult Learning initiative (C-PAL) examined the role played by community colleges in 12 communities with promising partnerships. Findings revealed that the ultimate goal of most partnerships was to provide adults with the skills needed to succeed at work and become self-sufficient and that most partnerships included at least one community and technical college. Examples of some of the partnerships are discussed.

Duke, Amy-Ellen; Martinson, Karin; Strawn, Julie Wising Up: How Government Can Partner with Business to Increase Skills and Advance Low-Wage Workers

This report examines one promising approach: state and local partnerships with business and industry to train low-wage workers and help them advance. For this analysis, the authors examined partnerships that: (1) Involve an investment of public funds and are managed by a public sector institution (business and industry also typically invest in these partnerships); (2) Give business a lead role in identifying job training needs and paths to job advancement, often for their own employees; and (3) Provide job training through public, non-profit, and for-profit institutions, sometimes at the worksite.

Title:Dingeldein, Mike, Techniques, Connecting Education and Careers, v82 n9 p28-33 Nov-Dec 2007 , Partnerships Designed to Meet Customer Needs

Only by partnering with local business and community leaders, parents, teachers and third-party experts can local boards of education and school administrators grasp the unique needs of their community. This article describes how with community support, a good design team and a goal to improve students' outcomes, school systems are improving their facilities to meet the demands of the 21st century workplace.

Title: Merrell, Dennis F. Community College Journal of Research and Practice, v31 n6 p521-522 Jun 2007, The Innovative Economy: Synergistic Partnerships, Workforce Demands, and Global Competition

This article depicts the dual triumphs achieved by York Technical College and business/industry in creating a win-win solution to address workforce needs and shortages. The unique approach to partnership described is called "The Innovative Economy." It allows local companies and the college to maximize assets by providing exemplary showrooms with cutting-edge technology and demonstration tests sites that also serve as training centers.

Brett Pawlowski, Techniques: Connecting Education and Careers, v82 n9 p16-19 Nov-Dec 2007, Partnering with Business Coalitions

This article takes a close look at how to build solid and sustainable partnerships with the business community that benefit schools, students, and business partners.

SMITH, Belinda 2007, What makes a successful skill ecosystem? REVIEW | AVETRA 2007

This paper was presented at AVETRA 2007 by Belinda Smith on behalf of ICVET, TAFE NSW International Centre for VET Teaching and Learning

New systems of working VET business realities SKILL ECOSYSTEM THINK PIECE | eZine November 2006

Skill Ecosystems Capability Development Strategy (728KB)

Building on the skill ecosystem exemplars, research and thought pieces published on the site over the last months, this Capability Development Strategy proposes a strength based approach to developing the skills and knowledge VET practitioners need to participate effectively in a skills ecosystems, industry partnership and community or regional development environment.

Skill ecosystems in TAFE NSW REVIEW | eZine August, 2006

Chinese Vocational Education and Training Reforms INTERNATIONAL | eZine August 2006

Skill ecosystems – a new approach to skill formation in an era of shortages PROJECT UPDATE | eZine May 2006

SMITH, Belinda 2006, What makes a successful skill ecosystem? FEATURE | eZine February 2006

This article discusses features that are typical of a successful skill ecosystem/ partnership. It links to a number of companion articles and skill ecosystem resources.

SMITH, Belinda 2005, A Perspective on Skill Ecosystems REVIEW | eZine August 2005

This article outlines the background and rationale giving rise to the skill ecosystem model, and draws out the implications for the VET providers.

WATTERS, Kate, 2005, More than the sum: partnershipfor adult learning and skills Learning and Skills Development Agency, London

Working in partnership is not easy, especially if the partners don’t have the same social status and influence, but when partnerships are genuine and people are committed to it, the benefits can be considerable. The author discusses the following questions:

• Why work in partnership?
• What is partnership, in practice?
• What makes partnership and collaboration work best? and
• How can we translate good will and good intentions into effective partnership that makes a difference for learners, and for partners too?

A successful partnership build on SHARING

S traightforwardness – no hidden agendas
H onesty about motivation and assets
A ccountability – shared
R isks, rewards, responsibility shared – and mutual respect
I ntegrity in operational matters
N egotiation
G oals – clear and jointly owned

The report identifies a wide range of partners and partnerships and displays some UK case studies.

HARRIS Roger, SIMONS Michele, & MOORE Julian, November 2005 A huge learning curve: TAFE practitioners’ ways of working with private enterprise NCVER

'...in private enterprises TAFE practitioners introduce new elements to learning, provide support to managers and workers, build links between the organisation and TAFE and raise training standards. They also foster a learning culture, support individual workers, and act as a model of lifelong learning. The impact of TAFE practitioners' work is also analysed from the perspective of the enterprises, and findings indicate that it is valued by industry counterparts. However, the success of the training arrangement, which can significantly improve learning in the workplace, depends on establishing effective relationships between TAFE and industry.'

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