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Standards Association of Australia, now called Standards Australia.
South Australian Council of Adult Literacy.
South Australian Certificate of Education. See also Senior Secondary Certificate of Education.
Southeast Asian Ministers of Education Organisation Regional Centre for Vocational and Technical Education. Secondary education following primary education, comprising years 7 - 12 (or 8 -12 in some States).
Structural Efficiency Principle.
(Scotland) Scottish Further Education Unit.
Small and medium enterprises. See also Small business.
Specialist Migrant Placement Officer.
(Scotland) Scottish Qualifications Authority.
State/Territory Recognition Authority; see State Recognition Authority.
Sport & Recreation Industry Training Advisory Body Inc. See Industry Training Advisory Body.
Student Services Committee.
State/Territory Training Authority; see State Training Authority.
State Training Profile.
Supervising Registered Training Organisation. See Registered Training Organisation.
Any action imposed for non-compliance with one or more of the Australian Quality Training Framework Standards for registered training organisations, including: a. the imposition of specific conditions on registration; b. amendment of registration (including a reduction in the scope of registration; c. suspension or cancellation of registration; and d. the imposition of fines.
Many articles and manuals on plain English will advise you to use a font that has âserifsâ (the little dashes on letters). There is a belief that it is easier to read text printed in these fonts - at least on paper - because the letters flow smoothly together, and it makes it easier to recognise the shape of words.
After a lot of research in this area, it seems some writers advocate for serif fonts and others sans serif, for readers with normal vision using print. Research indicates that sans serif fonts are easier to read on computer screens. Research definitely indicates that sans serif fonts make text easier to distinguish for readers with low vision. Find out more about the use of fonts and typography.
Support offered by teachers characterised by explicit teaching of skills and knowledge to assist students to achieve learning outcomes.
The hours of teaching activity (including examination time) that the provider schedules for a module or unit of competency enrolment. Compare Curriculum hours, Nominal hours (supervised) and Nominal hours (unsupervised).
A government program aimed at developing partnerships between schools and industry, business, and the vocational education and training sector, in order to establish accredited vocational education and training. See also School to work transition.
A program for Year 11 and 12 students that combines school learning with workplace learning. Many programs lead to advanced standing in an apprenticeship or traineeship, or credit towards a vocational education and training course.
Screen magnification software magnifies images and text on a computer screen.
Designed for people with a vision impairment, screen reading software converts text to audio or refreshable braille. Commonly used screen reading programs include JAWS and Window Eyes.
Factors taken into account when deciding which applicants will be offered a place in a course. Selection criteria are applied after applicants have met the entry requirements for a course. See also Selection method.
Methodology used to evaluate applicants against the selection criteria for a course. This methodology includes information provided by an applicant on the application form and supporting documentation and, where necessary, a selection test, an audition, or submission of a portfolio of work.
A process in which learners or organisations assess their own performance against particular standards or criteria; (in competency-based training) a process in which learners assess their own performance against competency standards; (in quality endorsement a process in which an organisation assesses the extent to which it satisfies the criteria for quality endorsement, identifying opportunities for improvement.
Learning undertaken at a student's own pace.
(SSCE) A national title for senior secondary school qualifications recognised by the Australian Qualifications Framework and issued by the State and Territory governments. The Senior Secondary Certificate of Education may include vocational education and training units leading to a relevant Certificate I - IV qualification. Each State and Territory has its own Senior Secondary Certificate of Education.
A device used especially in training to reproduce the conditions of the working situation, enabling tasks to be learned and practised safely and economically.
A not-for-profit community-based organisation assisting unemployed people to obtain and retain work. See also Jobs Australia Ltd.
An education, training or employment- related program organised by a SkillShare centre or agency.
An identification of the skills required and held by the workforce.
An industry or enterprise-based training facility offering a range of accredited training to enterprise employees, industry groups and individuals. Skills centres may be in-plant or standalone, or may be linked with a college or group training company.
A business conducted on a small scale. The Australian Bureau of Statistics defines small businesses in the following way: In this publication small business refers to management units with less than 20 employees in all industries except manufacturing where they have less than 100 employees, and agriculture where they have an estimated value of agricultural operations of between $22 500 and $400 000. Source: ABS cat.no.1321.0, Small business in Australia, 1997, p.211.
(SATAC) Receives and processes applications for the eight Institutes of TAFE and the three universities in South Australia.
(Also called: alternative entry or alternative category entry) Entry to a course by special arrangement where a student does not meet the standard entry requirements (usually Year 12 or equivalent).
A person or organisation with an interest or concern in something. In vocational education and training, stakeholders include governments, purchasers of training, providers of training, industry, industry training advisory bodies, clients and the community.
(SCC) A body formed by an amalgamation of the National Training Board (NTB) and Australian Committee for Training Curriculum (ACTRAC) to enable a close link between standards and curriculum. The SCC was replaced by the Australian National Training Authority's National Training Framework Committee.
(SRA) Also called: State/Territory Recognition Authority. The body in each State or Territory responsible for the registration of training organisations and the accreditation of courses where no relevant training package exists.
(STA) Also called State/Territory Training Authority. The body in each State or Territory responsible for the operation of the vocational education and training system within that jurisdiction. Each State or Territory training authority participates in the formulation of national policy, planning and objectives, and promotes and implements the agreed policies and priorities within the State or Territory.
(Also called State/Territory Training Profile) A report that outlines the planned or actual provision of publicly-funded vocational education and training in a State or Territory. Plans were also sent to the Australian National Training Authority (ANTA) and are used in determining Commonwealth funding to States and Territories for vocational education and training.
The body responsible under the State or Territory vocational education and training legislation and decision making framework for all decisions relating to the administration of the accreditation of courses.
Certification issued to a student for partial completion of a qualification, including, where relevant, the units of competency achieved under nationally endorsed standards. Achievements recognised by statements of attainment can accumulate towards a qualification within the Australian Qualifications Framework.
Programs where the primary intention is recreation, leisure or personal enrichment, and not the development of vocational knowledge or skills.
(Also called: workplace learning and work placement) The on-the-job component of a VET in Schools program. The skills, or 'learning outcomes', commonly reflect nationally recognised, industry-defined competency standards. The student is not paid by the employer.
(Also called: study load) The total student contact hours for the program(s) being undertaken, e.g. a minimum of 11.5 nominal hours per week over the teaching period for all courses.
Communication that takes place in real-time, where participants are all logged in to one network at the same time. Participants can be at different locations. Contributions are immediately communicated to other users for an immediate response. A chat facility is a form of synchronous communication. Compare with Asynchronous communication.