Challenger TAFE | Annual Report 2006 - Parliament of Western ...

Table 8.18 Total Indigenous Students (Certifi cate III Level and above)
Challenger TAFE | Annual Report 2006 47
Year Target Actual % Target % Actual
2004/5 206
2005/6 232 224 12.60 8.7
2006/7 237 261 2.15 26.7%
2007/8 252 6.32
2008/9 258 2.38
Explanation: Apprenticeships and Traineeships form an important sub category of the Indigenous student group undertaking
employment related qualifi cations.
In 2006, increases in Apprenticeships and Traineeships at Certifi cate III level and above were achieved in Information Technology,
Retail, Business & Offi ce Administration, Engineering, Automotive & Construction and Horticulture & Science. Numbers in the
remaining industry areas remained as for 2005.
Table 8.19 Indigenous Apprentices and Trainees (Certifi cate III Level and above)
2005 2006
Indigenous Trainees Apprentices Trainees Apprentices
Information Technology, Retail, Business & Offi ce
Administration
1 7
Engineering, Automotive & Construction 1 20 28
Horticulture & Science 3 6 5 5
Hospitality, Hairdressing, Beauty, Fashion & Human
Services
7 7
Maritime, Transport & Distribution 2 2
Total 7 33 14 40
Challenger TAFE Improvement Process
The Challenger TAFE improvement process conducts and collates the results from students’ evaluation of their training
experiences.
Explanation: Students are asked to rank their experiences on a scale of 1 to 5 in four areas of their learning experience at
Challenger TAFE. These areas are: Unit Content; Delivery: Assessment; and Resources.
Objective: The feedback obtained by this process is used to improve training delivery and assessment in line with the students’
expectations. It also allows College management to recognise staff contribution to achieving the College goals, where this has
been recognised by students.
The volume of evaluations returned by students while declining overall (2002-2006), experienced an increase from the number
received in 2005. The College’s target of evaluating 10% of delivery was achieved. During 2006 a new electronic facility was
introduced which allows students to submit their feedback on line and may be a contributing factor in the upswing in the number
of feedback forms received. The electronic process has provided managers with timely access to feedback. This has enabled
Challenger TAFE to address concerns more quickly.