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RBAU Apprenticeship Development supported by RMIT Contents

RBAU Apprenticeship Development supported by RMIT Contents. Advanced Training Mind Map and Needs Bosch Engineering Scholarship Mission and Objectives Key Performance Indicators Benefits Responsibilities Program Description Project Plan and Milestones Resource Requirements.

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RBAU Apprenticeship Development supported by RMIT Contents

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  1. RBAU Apprenticeship Developmentsupported by RMITContents • Advanced Training Mind Map and Needs • Bosch Engineering Scholarship • Mission and Objectives • Key Performance Indicators • Benefits • Responsibilities • Program Description • Project Plan and Milestones • Resource Requirements

  2. Advanced Training 2002

  3. Mapped Future Technology Needs Targeted Technical Training Be prepared for increasing technology complexity Immediately productive engineers through internal development Larger component of hands-on engineering base Needs of RBAU’s Future

  4. Program Description The Model ROBERT BOSCH SCHOLARSHIP • Scholars enter Bosch studying an apprenticeship and at the same time study technical topics leading toward a VCE and Diploma. After successfully completing the apprenticeship, the scholar is offered a permanent position, and the option of continuing with study leading towards a degree. A scholar will work on average 3.5 days, and learn theory 1.5 days, plus additional normal study requirements. • RMIT supports the model, ensuring integrity of all studies, with formal assessment. RMIT Degree Adv. Diploma Apprenticeship VCE

  5. Objectives Internationally recognised vocational career path, well understood by potential recruits, students, parents, teachers and other industry sectors. RBAU/ RMIT partnership: leadership in education and industry working together Promote advanced manufacturing and the automotive industry Use integrated learning to enhance and develop a skilled workforce with expertise in leading technologies for our future Mission and Objectives Mission Develop a high-tech workforce through various qualification stages including apprenticeship, diploma and degree in a high-tech manufacturing and engineering environment.

  6. Fulfil need for qualified technical positions Attraction of future engineers earlier Control over quantity and quality of intake Influence engineering curriculum Retention through career development Immediate productivity Close gap between trades and engineering Recruitment cost reduction Planned training costs for further study Publicity as industry pioneer of this model Benefits

  7. Project Management Christian Klopfer (RBAU), Alan Montague (RMIT) Allan Ballagh Facilitate internal/external organisation overview, political PR Strategy (and Marketing) Antje Hansen, Sue Carter, Peter Hoerauf (RBAU); Michael Joyce, Peter Day, Paula Benson (RMIT) Curriculum Development Job and Position Profiling (RBAU) Ross McLean Apprentice, Trade and Technician positions Christian Klopfer Engineering positions; Profiling Coordination Sue Carter Curriculum guidance Assessment and Management Jane Stewart Curriculum management; on-site assessment (dipl and degr) Alan Bradley Development of engineering curriculum; scholarship integrity Cathy Down Curriculum adviser John Butler, Margot Beever Facilitate VCE program in scholarship Project Team

  8. Scholarship Curriculum and Dimensions Design Maintenance Research Quality Lab Quality Mechanical Mechatronics Manufacturing Mechatronics Machine Build Machine Design & Build Electronics Manufacturing Industrial RBAU Apprentice RBAU Trade/ Technician RBAU Engineer Physics Management Mathematics Mechanical Design Mechatronics Eng IT Mechatronics Mechanical Eng English Electronics Electrical Eng VCE Adv. Diploma Degree Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7

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