This thesis addresses the argument that TAFE as an organisation has not significantly changed its concept of its purpose and place in Australian society over the last hundred years. It concludes that Industry Award Restructuring may possibly achieve what two world wars, two depressions, one economic boom, international civil rights movements and technological change could not: TAFE may change substantially over the next decade and move from its self-concept as an education institution into an overt training role. Due to award restructuring in industry, new demands will be made on TAFE which cannot be resisted if TAFE is to maintain its position as the primary provider of vocational education/training. In the course of the research it was found that it is possible to carry out direct observation of an organisation or industry without significantly affecting the processes of the organisation. This may be achieved by finding a role which complements, supports or supplements the organisation's objectives, but in which there are no line responsibilities and thus little or no interference. Such a role appears to be that of writer of documents, which gives unlimited access to all parties and sources without influencing either policy or practice. The outputs from the writing tasks are of value to the target organisation, so that the researcher gives as well as takes, and could be described as being in a symbiotic relationship with the organisation. The skill standards and assessment criteria developed during the study are presented as outcomes of a symbiotic case study, and the success of the method is evaluated by comparing the outcomes with those of other Streams of the same industry, which have been working on similar document development tasks over the same time period using traditional methods.

Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.