Charles Darwin University annual report 2006
Charles Darwin University
E-Publications; E-Books; PublicationNT; Charles Darwin University annual report|Annual Report; CDU annual report
2007-07-24
Made available via the Publications (Legal Deposit) Act 2004 (NT).
English
Universities and colleges; Northern Territory; Periodicals; Charles Darwin University; Annual report
Charles Darwin University
Casuarina
Charles Darwin University annual report|Annual Report; CDU annual report
1 January to 31 December 2006
application/pdf
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Charles Darwin University
https://www.legislation.gov.au/Details/C2019C00042
https://hdl.handle.net/10070/259198
https://hdl.handle.net/10070/498620
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The program encourages year 9 students to consider a career in the trades and take on Vocational and Technical Education subjects in their senior years of school. The event is interactive and provides students with an opportunity to have a go at various skill and trade occupations. The activities are entertaining, informative and offer interested people access to some of the basic skills involved in a range of trades. Over 400 students from local schools participated in the 2006 TryaTrade event. Community engagement Community engagement is seen as a key to all Charles Darwin University activities, and is characterised by two way partnerships between the University and its communities to yield mutually benefi cial outcomes. Throughout 2006, work continued on developing quantifi able approaches to identifi cation and measurement of the extent and impact of community engagement at the University. The Pro Vice-Chancellor Community and Access was elected to the role of Vice- President of the Australian Universities Community Engagement Alliance and CDU was selected to host the 2007 national conference of this group at the Alice Springs Campus. Regional and remote The past year saw Charles Darwin University change and improve its approach to coordination of the delivery of education and training in the regional and remote areas of the Northern Territory. A new Director of Remote Coordination was appointed, supported by a team of seven administrators with an explicit focus on improving the customer service and community engagement in University centres and campuses. Change in government policy impacting regional and remote delivery was also a feature of the past year. Federal Government Indigenous policies started a change in direction in 2005, particularly in regard to the conduct of Community Development Employment Programs (CDEP); the raising of Remote Area Exemptions (REAs); and the establishment of Shared Responsibility Agreements (SRAs). At Territory Government level, local government reform was undertaken, with nine Shires expected to be established across the remote regions of the Territory in 2007 to replace over 50 local councils. Each of these strategies placed an emphasis on the need for Australians to learn or earn. In response to this new policy agenda, Charles Darwin University initiated a new way of conducting business in regional and remote areas, based around four steps: Step 1. Skills and qualifi cations audit To inform development of the relationship between the University and the regional/remote area, a skills and qualifi cations audit of community members is fi rst undertaken. This initiative provides essential data in terms of individual backgrounds, achievements and aspirations. It also provides the community with an evidence base from which to form a training plan, and often melds well with employment audits conducted for local government and the Department of Employment and Workplace Relations. During 2006, some 2,000 audits were conducted in various communities across the Territory, and this information was made available to the community and to the stakeholders within the University. Step 2. Community agreements The data provided to communities by way of skills and qualifi cations audits empowers the community to set its development pathways, particularly its training plans. Again at the invitation of the communities, the Remote Coordination team typically engages in dialogue towards a formal agreement between the two parties, which sees Charles Darwin University as the preferred provider of education and training for the community. Step 3. Networking Networking with other service providers is important in avoiding both duplication and oversight of services to the community in regard to education and training delivery. For example, the Central Australian Education and Training Network was established in Alice Springs to provide networking opportunities amongst public and private providers, job networks, government and non-government agencies and other stakeholders via monthly meetings. Amongst its various collaborative initiatives, the network