аЯрЁБс>ўџ  @ўџџџ5/0&Z`aflpstuvw yz{|}~%…‹Ъ џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџRoot Entryџџџџџџџџ@…YdfВЊKЉ аЩ­lWїУ<BinderWџџџџb HdrFtrџџџџџџџџџџџџCompObjџџџџџџџџџџџџ`{r§џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ€ўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџbџџџџџџџџџџџџџџџџџџџџ^§џџџЫ џџџџ(џџџџџџџџ§џџџ§џџџџџџџЬ џџџџџџџџџџџџџџџџџџџџџџџџ§џџџ§џџџџџџџџџџџџџџџџџџџ§џџџџџџџџџџџџџџџqџџџџMџџџџџџџџџџџџџџџџџџџџџџџџHџџџџџџџџ§џџџџџџџџџџџXџџџџџџџџџџџџџџџџ!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ;§џџџўџџџџџџџ]d§џџџ§џџџ_9kg§џџџjieШ m§џџџohn§џџџўџџџ§џџџ§џџџ§џџџ§џџџ§џџџ§џџџ§џџџ§џџџ§џџџ§џџџ§џџџ§џџџYRoot Entryџџџџџџџџ@…YdfВЊKЉ аlxmWїУ<BinderWџџџџb HdrFtrџџџџџџџџџџџџCompObjџџџџџџџџџџџџ`{џџџџџџџџr§џџџ§џџџ‡ ўџџџ§џџџќ џџџџџџџџb ^§џџџ?"(#'§џџџ§џџџ)Ь *+,-.1§џџџ§џџџ2346§џџџ78:q<M=>ўџџџ€џџџџHџџџџџџџџџџџџџџџџџџџџXџџџџџџџџџџџџџџџџ!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ;§џџџўџџџџџџџ]d§џџџ§џџџ_9kg§џџџjieШ m§џџџohn§џџџўџџџ§џџџ§џџџ§џџџ§џџџ§џџџџџџџ§џџџ§џџџ§џџџ§џџџ§џџџ§џџџYachers work|1оЫ“ЎF„a$1~ї'j•ЋІлTE–#ёФІќЫ 4RAttachment AЌј™ьe‘ KЊl|ЦЌЧ>КjВЙ.Ў_%#JЙxнЂЩJО xˆ”  Ќ Ь и фўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎx4˜ЄЌДМФ Ь дмф ьєќ  фh  €[BџџџџЛ§џџџџџџџ: џџџџџџџџ§џџџџџџџО’џџџџџџџџ“”•–—ўџџџ™š›œžŸўџџџЁЂЃЄЅІЇЈЉЊЋЌ­ЎЏАБВГДЕўџџџЗИЙКЛМНўџџџhРСТУФХЦўџџџШЩЪЫЬЭЮўџџџабвгдежзийклмнопрстуфхцчшщъыьэюя№ёђѓєѕіїјљњћќ§ўџЛ_1  Report (1)5Flexibility vs. Protection in managing teachers work Attachment A Attachment B Attachment C Attachment D Attachment E Attachment F Attachment G Attachment HGuidelines for teachers1 Attachment I  Sections ˜Ax:ІЕp,N”ЧыŒ +m`j’vчtД#J ш{хћ@ 4RAttachment EžяsdЕ1)FЎbЂяя 6> _PID_GUIDфAN{ј2jйт|:™JЗ‚х№гJИ4RAttachment IљyёТЩNЖ$}ЃLљ-qыЄ9–ІфJИІЙЎѕа‘ўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎ|8 px„Œ”œЄ ЌДМФ Ь №ф/byF1  Tim McNevin Background)AustrTim McNevin Tim McNevinMicrosoft Excel@€дi'‰Т@€§Фф‰Т TNTDIChart2  WorksheetsChartўџ џџџџ!РFMicrosoft Excel ChartBiff8Excel.Chart.8є9Вq7-0ED6-4DDF-B1265DA}> _PID_GUIўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎ32A68929-38FE-4D77-89F6-2ACF4984‚ џџџџƒ „ … † ‡ ˆ ‰ Š ‹ Œ  Ž ўџџџ ‘ ’ “ ” • – — ўџџџ™ š › œ ž Ÿ   Ё Ђ Ѓ Є Ѕ І Ї Ј Љ Њ Ћ Ќ ­ Ў Џ А Б В Г Д Е Ж З И Й К Л М Н О П Р С Т У Ф Х Ц ўџџџЩ Ч c§џџџџџџџ$ Я а б в г д е ж з и й к л м н о п р с т у ф х ц ч ш щ ъ ы ь э ю я № ё ђ ѓ є ѕ і ї ј љ њ ўџџџџџџџ„ў џ ўџ џџџџ РFMicrosoft Excel ChartBiff89A2E}49849A2E}№ Excel.Sheet.8є9ВqPresenter’s Name еЭеœ.“—+,љЎDеЭеœ.“—+,љЎўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎL PX| „Œ”œ Є ЬфAustralian Education Union1 TNTDIўџџџўџџџT ўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџ"ўџџџўџџџўџџџ#$%&'(ўџџџ*+,-./ўџџџ1ўџџџ3456789:ўџџџ<=>ўџџџўџџџBўџџџўџџџўџџџEFGHIJKўџџџMNOўџџџўџџџRўџџџўџџџWVўџџџvYўџџџўџџџўџџџkўџџџўџџџўџџџaўџџџcdefghijymnopqrstuЈwx~z{}€ўџџџЁTim McNevin Tim McNevinMicrosoft Excel@€дi'‰Т@€§Фф‰Т TNTDIChart2  WorksheetsChartўџ џџџџ!РFMicrosoft Excel ChartBiff8Excel.Chart.8є9Вq7-0ED6-4DDF-B1265DA}> _PID_GUIўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎ32A68929-38FE-4D77-89F6-2ACF4984ўџр…ŸђљOhЋ‘+'Гй0€B pxˆ”  Ќ Ь и ф№јфReportepoepo49oMicrosoft Office Binder@€дo№I@'з€uМЛ@аЩ­lWїУu4+ GpAџџџџVT$mТ Ј Є&џџџџWordMicrosoft Word  ШьћМ"System џџџџ0-ћЕџ@ Arialѕw@Џ мLSѕwUSѕw0- Mf.,2 MfьШPublic Education Works2**&2**&***H*&&.$+JШьќ- !№(стќџџџ-'џџћYџ@ Arial Black ˜LSѕwUSѕw0-ЧТ.D2 ЧТ&ьШFlexibility vs. protection in managingo8oo8o888Jf8ff88oJoJooJ8oo88o8Їoooo8oo.ГТ.G2 ГТ(ьШteachers work – navigating a way forwardJoooooJf8žoJo8T8oof8ooJ8oo8o8žof8AoJžoJo.ћœџМ@ Arialѕw@ѕ LSѕwUSѕw0-Ђю.2 ЂюьШAvetRA 7E68!HE8.ћНџМ@ Arialѕw@4 LSѕwUSѕw0-Ѓ.2 ЃьШth).-Ђт.)2 ЂтьШ National ConferenceH8!==8H==!8'8=88.-ю.&2 юьШ17 – 19 March 200488888S8'8=8888.ћ­џ@ Arialѕw@] LSѕwUSѕw0-+}ћЕџ@ Arial Blackф ЂLSѕwUSѕw0-яю.2 яю ьШBackground:2222!2222.-Žю.j2 Žю?ьШIn June 2001 the Australian Education Union published a report g.*.........7.*...7..*...<......*........ћ­џ@ Arialѕw@№ ЪLSѕwUSѕw0- Ž .12 Ž ьШTAFE Teachers: Facing the37373..*..*3.*.....ўџ џџџџ РFMicrosoft Word Document MSWoЭjb2YоЯ‹аЊG™m,: Dataщ—rdDocWord.Document.8є9ВqPowerPoint Presentatio4RAttachment BєФЬЌўоэAДЉЗч{Кєj3МКџэFЄ№Сc–э 4RAtїSжm3DМЫ+v}-e^Щjb2YоЯ‹аЊG™m,FSlide ShowбЪxъХЪVCЏFsЁ…žcVЫjb2YоЯ‹аЊG™mћЪџ@ Arialѕw@W cLSѕwUSѕw0- - юю.2 юю ьШChallenged<.......- Шь- нb. 2 нbi .d'џџ-юo.2 юoMьШ. That report drew on research undertaken by the AEU Federal Research Officer4.......;...*..*......+...'..77<3....<.*..*.A*..N ю.›2 N ю`ьШMichaela Kronemann undertaken in the second half of 2000. The aim of the project was ‘to look atE*....7...G........+.....*.*..........4...G......*;.*...+..­ ю.’2 ­ юZьШthe changing nature of teachers’ work and workload, the impact on teachers’ lives, and the..*.............*..*;.+...;.+.....G..*....*..*).*...... ю.ž2 юbьШpriorities they see for union action’. The research was based on responses to a survey sent out to...*..'*........*8џџџџџџџџS РF@9“бѕУаЩ­lWїУOle џџџџџџџџџџџџТ;Data QTџџџџObjectPoolџџџџ0є “бѕУаЩ­lWїУ..4...*..*.;.*..*.....*...*.*..*.).'*......k ю.”2 k ю[ьШ2000 TAFE members across Australia. The report highlighted that teachers across the countrya....4737G.G..*.*.**7.*..4................*..*.*.**..*...'.Ъ ю.ž2 Ъ юbьШ‘are doing additional, unpaid work which appears to be equivalent to something like 6500 positions.................;.+;.*......*......)....*.G....+.......*..*.) ю.#2 ) юьШAustralia-wide.’7.*..;...ф ю.›2 ф ю`ьШThe report identified a wide range of activities that had led to the overwork and these included4...........;........*).*...........).;.+.....*..*.....C ю.ž2 C юbьШpreparation, administration, program coordination, cuts to teaching staff, changes in delivery and.........G.*.......G*.......*.*...*...*.*.....*...).'....Ђ ю.b2 Ђ ю:ьШcurriculum and reduced job security/greater casualisation.*.*..G......*....*.*.'....*.*..*....] ю.ž2 ] юbьШ‘Over half of all teachers listed funding cuts as one of the five changes that had the most impactA).......*..**.......*.*.*......).*.....*.......G.*G..*.М ю.|2 М юKьШon their work, and nearly half listed the constant change and restructure.’e....;.+..ObjectPoolџџџџ Ф†ЉіУаXЋlWїУOle џџџџџџџџџџџџМ;1TableџџџџЖCompObjџџџџџџџџџџџџj‚ƒ„…†‡ˆ‰ўџџџ‹ŒŽ‘’”џџџџ•ЧџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџШўџџџЪЫЬЭЮЯаўџџџвгдежзиўџџџклмнопрстуфхцчшщъыьэюя№ёўџџџѓєѕіїјљњћќ§ўџDocumentSummaryInformation8џџџџџџџџџџџџЋфView000џџџџџџџџЛ WordDocumentџџџџџџџџџџџџ %*SummaryInformation( џџџџ˜DocumentSummaryInformation8џџџџџџџџџџџџŽDocumentSummaryInformation8џџџџџџџџЯєOle џџџџџџџџџџџџŸPRINT"'џџџџЬ %....'..*....*..*..*.........*.*...wю.ˆ2 wюSьШThroughout 2000 the Australian Education Union (Tasmanian Branch) and TAFE Tasmania4.............7.*...7..*...<...4.*G....7..*....47374.*G....жю.—68%C РFPКD2єУаXЋlWїУ1TableNOџџџџ!CompObjџџџџџџџџџџџџjObjectPoolAEџџџџ@2СD2єУаXЋlWїУ2 жю]ьШimplemented a trial of a ‘method of measuring and managing the work of TAFE teachers.’ In theG..G........G.....G..*......G........;.+.4737..*..*....5ю.˜2 5ю^ьШintroduction to the Memorandum of Understanding that covered the trial it is noted that ‘(t)he....*.....E.G.....G.<...*.......*.)......*.........”ю.ƒ2 ”юPьШimpetus for change to the way TAFE teachers’ work is measured and managed arisesG...*.*........;.'4737..*..*;.+*G..*......G.......*.*.SummaryInformation(KMџџџџ‡иDocumentSummaryInformation8џџџџџџџџџџџџ|фOle џџџџџџџџџџџџGView000Bџџџџџџџџ џџџџtџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЂџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ‚ƒ„…†ˆџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџѓю.›2 ѓю`ьШpredominantly from the introduction of Training Packages with the emphasis on on-the-job vs off-....G...'.G......*...4....7.*+...*;....G...**........)*..Rю.’2 RюZьШthe-job assessment and delivery. Alongside this both parties acknowledge the need for TAFE..WordDocumentџџџџџџџџџџџџЯ*~SummaryInformation(DFџџџџЧDocumentSummaryInformation8џџџџџџџџџџџџП_1138438646џџџџџџџџ#!РF0њnІіУ(lWїУ...**.**G.......).'7...*...*......*.*+..;...........4737.Бю.2 БюXьШTasmania to be flexible and responsive within the VET sector whilst operating within the4.*G.......*......*...*).;....774*.*.;.*......;.....- -ю.\2 ю6ьШparameters of the Tasmanian TAFE Teachers Award 1995’....G..*...4.*G....47374..*..*7;.......- Шь- џ‡ . 2 џ‡ ii .d'џџ-Ё .=2 Ё !ьШ The trial set an annual load for4...*.............oю.Є2 oюfьШhours of work per annum inclusive of delivery activities (including direct learning, distance learning...*.;.+......G.*.*)....).'.*).*.*......*......*..*.......Юю.›2 Юю`ьШand workplace assessment) and development activities. Fundamental to the trial was the idea that...;.+..*..**.**G.......)...G...*).*3....G.......;.*........-ю.‘2 -юYьШ‘planning will be required to manage a teacher’s work’ within the framework of the trial.E......;........G........*..*;.+;.....G.;.+.....шю.”2 шю[ьШIn 2002 ANTA commissioned a VET Policy Advice project looking at ‘Measuring Teacher Time inh.....7<47*.GG**.....7747.*'7.)*....*..+...E..*...4..*..4G...- -Gю.(2 GюьШFlexible Delivery.’e3.*..<.).'.- Шь- 6s. 2 6siii .d'џџ-Gš.q2 GšDьШ The manager of that project was Elizabeth McPherson of the Canberra4..G...........*;.*7(....E*7..*.....<......‚џџџџƒ„…†‡ˆ‰Š‹ŒŽ‘’“”•–—˜™š›œžŸ ЁЂЃЄЅІЇЈЉЊЋЌ­ЎЏАБВГДЕЖЗИЙКЛМНОПРСТУФХ"ЧШЩЪЫЬЭўџџџЯабвгдеўџџџзийклмнопрстуўџџџџџџџцчшщъыьўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ#$%&'()*+,-./01234568џџџџ9:;<=>?@DџџџџџџџџџџџџEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~€Ію.2 ІюaьШInstitute of Technology. The project included the following outcomes/outputs/deliverables; set oft.*...4.*.....'4.....*.*........;....*.G.*....*..)....**...ю.ž2 юbьШprinciples for allocation of teaching hours to teachers undertaking flexible learning and a set of..*..*...*......*......*...*..*.....+...*...........*...dю.2 dюaьШguidelines on teaching practices that reduce workloads by teachers involved in flexible learning.f......*....*.....**.*.....*.;.+...*.'..*..*.).)....*........Ую.—2 Ую]ьШThe project included the use of focus groups to provide feedback on the proposed model and to4.....*.*.......*...*.*....*...).......*+........*..G........"ю.Ž2 "юWьШprovide anecdotal feedback on teachers’ roles and the ways in which their time is beinge..).....*........*+....*..*..*.....;.'*.;.*...G.*.....ю.•2 ю\ьШmeasured. The feedback indicated ‘that a flexible approach to measuring the time needed by aG..*...4.......*+..*...     џџџџ !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLўџџџNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~€....*.......*..G..*.....G........'..рю.ž2 рюbьШteacher to perform their flexible learning roles cannot be described by a single formula or a “one..*......G...*.........**........**....'.*....G........?ю.2 ?юaьШsize fits all” solution, and that informed negotiation between teachers and their managers may bee*(.*.*...........G...........;.....*..*.....G.....*G.'...žю.52 žюьШthe only solution possible.’....'*......**...yhZ ћjџ@ Arialѕw@г ЃLSѕwUSѕw0- mЈ .2 mЈ ьШTim McNevin]!}*}KlSK!S.ћ‹џ@ Arialѕw@а KLSѕwUSѕw0- *Ј .)2 *Ј ьШAustralian EducationNA;!'AAA!NAA;A!AA.БЈ .#2 БЈ ьШUnion ACT BrWordDocumentџџџџџџџџџџџџўџџџ&0SummaryInformation(џџџџџџџџџџџџўџџџDocumentSummaryInformation8џџџџџџџџџџџџўџџџOle џџџџџџџџџџџџўџџџ;anchTAAA!NTG!N'AA;A.ћНџ@ Arialѕw@z  LSѕwUSѕw0- GЈ .2 GЈ ьШPO Box 3042-4-% %%%%.”Ј .52 ”Ј ьШManuka, ACT 2603 Australia7%%%"%-0)%%%%-%"%%.сЈ .2 сЈ ьШ02 6272 7900%%%%%%%%%%.1џџџџџџџџ< РFаЎк0єУаXЋlWїУCompObjџџџџџџџџџџџџjView0009џџџџџџџџ WordDocumentџџџџџџџџџџџџж- .Ј .72 .Ј ьШemail: tmcnevin@aeuact.asn.au%9%9"%%!%D%%%%"%"%%%.-'џџ-№ШШььЧЧыыЦЦъъХХщщФФшшУУччТТццССххРРфф П Пу у  О От т  Н Нс с  М Мр р  Л Лп п ККооЙЙннИИммЗЗллЖЖкк­ўџџџЏАБВГДЕЖЗўџџџЙКЛМНОПўџџџСТУФХЦЧўџџџЩЪЫЬЭЮЯўџџџбвгдежзийклмнопруџџџџџџџџфхцчшџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџCompObjџџџџџџџџџџџџbSummaryInformation(&џџџџ АBDocumentSummaryInformation8џџџџџџџџџџџџlObjInfo$*џџџџœўџџџўџџџT ўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџ"ўџџџўџџџўџџџ#$%&'(ўџџџ*+,-./ўџџџ1ўџџџ3456789:ўџџџ<=>ўџџџўџџџBўџџџўџџџўџџџEFGHIJKўџџџMNOўџџџўџџџRўџџџўџџџWVўџџџvYўџџџўџџџўџџџџџџџўџџџўџџџўџџџaўџџџcdefghijџџџџmnopqrstuЈwx~џџџџџџџџџџџџ€џџџџЁWordDocumentџџџџџџџџџџџџЎSummaryInformation(xzџџџџІDocumentSummaryInformation8џџџџџџџџџџџџž13a  РF@џєоѕУP`ЭџџџџЮDocumentSummaryInformation8џџџџџџџџџџџџЦ_1138438604џџџџGH!РF0њnІіУ(lWїУџџџџ5џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ6789ўџџџ;=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ^џџџџџџџџџџџџtџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџuvwxyz{|}~€SummaryInformation(kmџџџџtDocumentSummaryInformation8џџџџџџџџџџџџlOle џџџџџџџџџџџџ^;View000iџџџџџџџџ] 1TablenoџџџџˆCompObjџџџџџџџџџџџџXjObjectPoolhlџџџџа:&›мѕУ@фr ? @ A B C D E F G H I J K L Я џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџt џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџData  џџџџ6’1Tableџџџџ џџџџ#ї$CompObjџџџџџџџџџџџџ jView000џџџџџџџџZ 14џџџџџџџџ) РF0њnІіУ№тЁlWїУDocumentSummaryInformation8џџџџџџџџџџџџ!Ole џџџџџџџџџџџџ!;1Table6:џџџџх154 d›OЯ†ъЊЙ)ш№I™7ЇіУрІlWїУ16џџџџY РF0 ў…ЉіУаXЋlWїУ1TableџџџџŠ)CompObjџџџџџџџџџџџџjџџџџ*џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ0џџџџџџџџџџџџџџџџџџџџ123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~€џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџView000џџџџџџџџП WordDocumentџџџџџџџџџџџџ, wšSummaryInformation(џџџџ 8CSummaryInformation(›!џџџџ ЈRWordDocumentџџџџџџџџџџџџy. SummaryInformation(џџџџqDocumentSummaryInformation8џџџџџџџџџџџџiOle џџџџџџџџџџџџР;WordDocumentџџџџџџџџџџџџй&017џџџџџџџџ“ РFаЪ!‘ЊіУрЉlWїУObjectPool7=џџџџ AGЦкѕУ№к‘­іУSummaryInformation(X\џџџџб„џџџџџџџџџџџџ…†‡ˆ‰Š‹ŒŽ‘’“”•–—˜™š›œžŸ ЮџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЯабвгдежзийклмнопрстуфхцчшщъыьэюя№ёђєџџџџѕіјџџџџљњћќўџџџџџџџџџџџџ      !"#$%&'()*+,-./01234[џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ\]_џџџџ`abcdefghijklmnopqrsсџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ1TableџџџџUџџџџђк)CompObjџџџџџџџџџџџџjView000RџџџџџџџџС 9P{Z РF0†BЦкѕУ№к‘­іУSummaryInformation(џџџџџџџџџџџџўџџџФDocumentSummaryInformation8џџџџџџџџџџџџўџџџCompObjџџџџџџџџџџџџўџџџjObjectPoolV[џџџџРі(‘ЊіУрЉlWїУDocumentSummaryInformation8џџџџџџџџџџџџЩOle џџџџџџџџџџџџФ;Data ]rџџџџR{1TableџџџџџџџџџџџџIWordDocumentџџџџџџџџџџџџlSummaryInformation(xzџџџџdDocumentSummaryInformation8џџџџџџџџџџџџ\13a  РF@џєоѕУрЉlWїУџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџтщџџџџџџџџџџџџџџџџџџџџџџџџъыьэюя№ёђѓєѕіїјљњћќ§ўџWordDocumentџџџџџџџџџџџџЖmSummaryInformation(|~џџџџ)РDocumentSummaryInformation8џџџџџџџџџџџџьObjectPool^}‡0+ќоѕУрЉlWїУOle џџџџџџџџџџџџШ;View000bџџџџџџџџЧ CompObj_sџџџџjView000џџџџџџџџџџџџУ 12џџџџџџџџw РF0кўмѕУрЉlWїУ1Table€vџџџџvCompObjџџџџџџџџџџџџ0jObjectPoolyџџџџ •ўмѕУрЉlWїУOle џџџџџџџџџџџџЦ;View000uџџџџџџџџХ Ole џџџџџџџџџџџџSCompObj‚…џџџџQb10џџџџџџџџj РFр›мѕУрІlWїУ11`td РF№rёлмѕУрІlWїУ1TablepcџџџџГCompObjџџџџџџџџџџџџUjџџџџ      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVkџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџдџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџObjectPoolqfџџџџрžјлмѕУрІlWїУWordDocumentџџџџџџџџџџџџ-FSummaryInformation(egџџџџ‡DocumentSummaryInformation8џџџџџџџџџџџџ~SummaryInformation(kmџџџџФDocumentSummaryInformation8џџџџџџџџџџџџМOle џџџџџџџџџџџџ^;View000iџџџџџџџџ] 1TablenoџџџџиCompObjџџџџџџџџџџџџXjObjectPoolhlџџџџа:&›мѕУрІlWїУWordDocumentџџџџџџџџџџџџЬџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџежзийклнџџџџопрстуфхцчшщъыьэюя№ёђѓєѕіїјљыџџџџџџџџџџџџџџџџџџџџџџџџView000џџџџџџџџџџџџўџџџ CompObjџџџџџџџџџџџџўџџџ{Ole џџџџџџџџЭcView000šџџџџўџџџPicturesџџџџџџџџMп%PowerPoint Document(џџџџџџџџџџџџрAжCurrent Userџџџџџџџџџџџџ_+Ole џџџџџџџџџџџџ[9џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџM џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџN O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~  €  ‚ ƒ „ … † ‡ ˆ ‰ Š ‹ Œ  Ž   ‘ ’ “ ” • – — ˜ ™ š › œ  ž Ÿ   Ё Ђ Ѓ Є Ѕ І Ї Ј Љ Њ Ћ Ќ ­ Ў Џ А Б В Г Д Е Ж З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю а џџџџб в г д е ж з и й к л м н о п р с т у ф х ц ч ш щ ъ ы ь э ю я № ё ђ ѓ є ѕ і ї ј љ њ ћ ќ § ў џ  џџџџ     ўџџџ ˜                   ! " # $ % & ' ( ) * + ўџџџ- . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s u џџџџv w x y z ўџџџ| } ~  € ‚ џџџџƒ „ … † ‡ ˆ ‰ Š ‹ Œ  Ž ўџџџ ‘ ’ “ ” • – — ўџџџ™ š › œ ž Ÿ   Ё Ђ Ѓ Є Ѕ І Ї Ј Љ Њ Ћ Ќ ­ Ў Џ А Б В Г Д Е Ж З И Й К Л М Н О П Р С Т У Ф Х Ц ўџџџЩ Ч c§џџџ$ћ Я а б в г д е ж з и й к л м н о п р с т у ф х ц ч ш щ ъ ы ь э ю я № ё ђ ѓ є ѕ і ї ј љ њ ўџџџќ „ў џ  џџџџ                        ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 ўџџџ; — = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p r џџџџs t u v w x y z { | } ўџџџ €  ‚ ƒ „ … † ‡ ˆ ‰ Š ‹ Œ  Ž   ‘ ’ “ ” • – ўџџџ˜ Šš › œ  ž Ÿ   Ё Ђ Ѓ Є Ѕ І Ї Ј Љ Њ Ћ Ќ ­ Ў Џ А Б В Г Д Е Ж З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы ўџџџЭ Ю Я а б в џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџData  џџџџ ’1Tableџџџџ џџџџ{ „%CompObjџџџџџџџџџџџџ jView000џџџџџџџџZ ‚ƒ„…†ўџџџˆ‰Šўџџџўџџџўџџџўџџџ‘’“”•–—ўџџџ™š›ўџџџўџџџžўџџџўџџџЅЂЃЄЉўџџџЇяЊІЌ­ЎЏАБВГДЕЖЗИЙКўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџўџџџџџџџџџџџџџџџџџџџЮўџџџабвгдежзийклмнопрстуфхцўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџAџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџWorkbookџџџџџџџџџџџџ™ FdObjectPool ?0њnІіУ(lWїУSummaryInformation((+џџџџ˜ФDocumentSummaryInformation8џџџџџџџџџџџџўџ џџџџd›OЯ†ъЊЙ)ш"Microsoft PowerPoint PresentationMSPresentationPowerPoint.Show.8є9ВqMSWoШм‹0 PKГe]пШЗХ €дo№I'з€uМЛаЩ­lWїУ ,џџџџџџџџџџџџџџџџЙЈлЧf^F§щъ§FMО№УЄ\s}е4NReport (1)УWMЉŒBЛTos^BЪКьu–6ћLKИщOŽ‘4ЂjFlexibility vs. Protection in managing teachers work|1оЫ“ЎF„a$1~ї'j•ЋІлTE–#ёФІќЫ 4RAttachment AЌј™ьe‘ KЊl|ЦЌЧ>КjВЙ.Ў_%#JЙxнЂЩJО xˆ”  Ќ Ь и фўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎx4˜ЄЌДМФ Ь дмф ьєќ  фh €OptionsRecommendation  Fonts Usedўџ џџџџ РFMicrosoft Excel ChartBiff8Excel.Sheet.8є9ВqNevinРF! Slide Showtachment CbЊœш*tL­[я™W‡jБcŽЃЩу‡HЌJ]вд,ўџ џџџџ РFMicrosoft Word Document MSWordDocWord.Document.8є9Вq://flexible.$ 4RAttachment Dџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ†џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЛ_1  Report (1)5Flexibility vs. Protection in managing teachers work Attachment A Attachment B Attachment C Attachment D Attachment E Attachment F Attachment G Attachment HGuidelines for teachers1 Attachment I  Sections ˜Ax:ІЕp,N”ЧыŒ +m`j’vчtД#J ш{хћ@ 4RAttachment EžяsdЕ1)FЎbЂяятjыy?ЬЫŸJП,+ŒўxŠ4RAtt№јфReportepoepo48oMicrosoft Office Binder@0ттРC@'з€uМЛ@€з =QїУu4+ GўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎŸ@'з€uМЛ@АZЪЫЌіУь4м#Gachment Fbžр ŽѕB‰/jфŒэуSjrКьЛМ+Y@ЗД‘ДLŽ*™4RAttachment GWorkbookџџџџџџџџџџџџ?FdObjectPool ?0њnІіУPИk _PID_GUIDфAN{ј2jйт|:™JЗ‚х№гJИ4RAttachment IљyёТЩNЖ$}ЃLљ-qыЄ9–ІфJИІЙЎѕа‘ўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎ|8 px„Œ”œЄ ЌДМФ Ь №ф/byF1  Tim McNevin Background)Austr,>Reportqg+=ф|DЖЅПC$г€9ВцЭЊЅаAЛSЃyЦ5",šjFlexibility vs. Protection in managing teachers workJ‚J3‘ЂOМЁ˜жGIabмЬЂыдЋУIЎ8k}Ђь™,JAttachment FЏ2ЗHЂEЂ№Б.Hп-ОlЧjb2YоЯ‹аЊG™m,T$Executive Summary—ЪнбєТwE™Z2И@ˆ0Ђ№Б.Hп-ОWord.Document.8є9Вq”œўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎH hp”œЄЌ ДМФЬ д ффAustralian Education Union) 1 CIT Title˜ 6> _PID_GUIDфAN{0858D6CF-FE26-4411-ABE9-E5D22905CF42}OptionsRecommendation  Fonts Usedўџ џџџџ РFMicrosoft Excel ChartBiff8Excel.Sheet.8є9ВqNevinРF! Slide Showtachment CfrЪk|TLЋZXpЂUFjБcŽЃЩу‡HЌJ]вд,ўџ џџџџ РFMicrosoft Word Document MSWordDocWord.Document.8є9Вq://flexible.$ 4RAttachment Dџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџд е ж з и й к л м н о п р с т у ф х ц ч ш щ ъ ы ь э ю я № ё ђ ѓ є ѕ і ї ј љ њ ћ ќ § ў џ ўџр…ŸђљOhЋ‘+'Гй0l˜ЄАФамь   ( 4 @LT\dфCITIT Tim McNevinim im Normale Tim McNevin3m Microsoft Word 8.0@д­є@lѕ|ЯѕУ@@QїУnьЅСq ПЪbjbjt+t+ %*AAКџџџџџџ]       јјјј80 <$јЖttttttttUWWWWWW$Fє:\{ ttttt{”  ttt”””t t tUД"ж"    tU”H”м5  Ut` =QїУјј„MCIT WITHOUT PREJUDICE Managing Teacher Time and Workloads The parties acknowledge that the challenges CIT will need to face to meet the needs of a more diverse group of learners in the future will be substantial, and that teachers have a critical role to play in positioning CIT to meet those challenges. This provision is designed to ensure that CIT teachers have a central role in the positioning of CIT for a sustainable and viable long term future. The changing nature of vocational education has developed the necessity to examine and introduce changes to the programming of teachers' work. It is intended in any agreed process relating to managing teacher time and workloads that there will be a recognition of the: * professional empowerment of teachers; * diversity of delivery strategies employed by teachers; and * diversity of working arrangements necessary to support these strategies. Teachers and managers should work together in order to establish workloads that are achievable, professionally challenging and rewarding, and that support quality program delivery, in the context of achieving CIT goals. The parties acknowledge that any movement away from current award conditions for teachers requires careful and considered analysis. The parties acknowledge that any decisions relating to the way in which workload is measured, accommodated or reported will not lead to any increase in the overall workload of teachers. New System The parties agree to a trial with a view to replacing the current system of annual teaching hours/professional development hours with a system of negotiated, integrated workloads subject to a set of agreed guidelines and an agreed implementation plan. Teachers, as professionals, will be able to negotiate their own mix of contact hours and other duties so as to best suit course requirements, which consider: the nature and development stages of training programs, the learning needs of students, and the experience and work preferences of the teacher. The parties agree that a Joint Working Party will be established to manage, oversee and evaluate a trial of a process to negotiate workloads at individual and work team level within an agreed framework. The Working Party once convened may make recommendations regarding the resources needed for its operations. Terms of reference and procedures for the trial will be finalised within 6 months of the date of certification of the Agreement by the Joint Working Party and the trial will commence in the first semester thereafter. The procedures developed for the trial will include an agreed process that either party engaged in the local workload negotiations can pursue to review arrangements or to overcome any impasse in negotiations. The Joint Working Party will be provided with sufficient levels of dedicated secretariat support and specialist Human Resources support to ensure the sustainability of the trial. The parties agree that all modes of delivery should be considered holistically in discussions concerning workload and management of that workload and in the operation and management of the workload. The Joint Working Party will be chaired by a Dean of Faculty and comprise representatives from the CIT and the AEU and include the following: * at least one representative from the AEU; and * at least one representative from each Faculty involved in the trial. The representatives from the Faculties involved in the trial will include the following: * at least three Band 1 teachers (including an AST and a STP, if possible); * at least one Band 2 teacher. A professional development program will be offered to all teachers involved in the process. Timeframe and Review Process: The trial may continue until 2006 depending on the length of the Agreement. A review mechanism will be put in place for the duration of the trial as agreed by the Joint Working Party. Framework An agreed framework encompassing OH&S and equity and diversity obligations will be incorporated into the terms of reference and/or procedures for the trial. This will provide a positive context for workload arrangements at a workplace, work team or individual level, within which adjustments to workload and working hours can be made. Key elements of a framework will include: * Professional development - including team building, new technologies, new ways of teaching and learning, new administrative systems, new and additional industry skills and knowledge. * Planning and development - including design and learning, locating/customising existing resources, up front development of resources, setting up/preparing of workplace training locations. * Delivery and assessment - including preparation for session, contact time with students, session follow up, assessment, marking, RPL, additional follow up with students with learning difficulties. * Evaluation and maintenance - including quality processes, updating and replacing materials, reporting requirements. * Administrative and other responsibilities – including enrolment, information sessions, pastoral care, induction, orientation, recording of results and travel time. Any staff concerns relating to the trial of a process to negotiate workloads may be pursued through: * raising the issue with the relevant Team Leader; * referral of concerns to periodic Team meetings; * referral to the Head of Department, or equivalent; * referral to the Dean of Faculty , or equivalent; as a last resort, by referral to a specially convened meeting between the Union and management to resolve individual cases at a local level. Flexible Delivery The parties agree to the development of a code of practice for flexible delivery within 12 months of certification of the agreement. The code of practice would include outlining the roles and responsibilities of teachers and learners within the flexible learning context. (Reference will be made to the guidelines developed as a result of the ANTA funded project conducted in 2002 that had both CIT and AEU representation). Attachment H =Ў Й v”OYgі ДЙКЧЪћћћѕћѕћѓћѓ5 >*hnH hnH =>ЪЫ\]лмClmёђЌ ­ Ў Й К И Й ч §§§§§ћ§§§§§§§§§§§§§§§§§§љ§§§§=>ЪЫ\]лмClmёђЌ ­ Ў Й К И Й ч ш ю њ ћ ЬЭ€HIзPQЊїtќљіѓ№эъчфсолиевЯЬЩЦРНКЗДБЎЋЈЅЂŸœ™–“Š‡„~{–їџџ—їџџЗїџџјџџ]јџџ^јџџІјџџзјџџeљџџfљџџ-њџџ.њџџсњџџтњџџГћџџДћџџРћџџЦ§џџЧ§џџѕўџџіўџџєџџџѕџџџ kњџџlњџџmњџџ'ћџџ(ћџџЌћџџ­ћџџ‰ќџџŠќџџжќџџ§џџ=§џџ>§џџМ§џџН§џџNўџџOўџџлџџџмџџџ0ч ш ю њ ћ ЬЭ€HIзPQЊїtuv”•стNOPZ§§§§§§§§§§§§§§§§§§§§§§§§§§§§§tuv”•стNOPZ[ЋЌжMŠ01–Ъ§3gєѕіїјљ  ДЕЖЗИЙКЧШЩЪќљіѓ№эъчфсолиевЯЬЩЦУРНКЗД­ЈЃž™”Š…‚|yvsqsѕэџџіэџџїэџџјэџџљэџџњэџџЂяџџЃяџџЕяџџЖяџџЗяџџИяџџЙяџџКяџџ G№џџ {№џџБ№џџф№џџёџџ}ёџџ~ёџџ$ђџџšђџџaѓџџєџџиєџџѕџџѕџџSіџџTіџџ^іџџ_іџџ`іџџЬіџџЭіџџїџџїџџ8їџџ9їџџ:їџџ,Z[ЋЌжMŠ01–Ъ§3gєѕіїјљ  ДЕЖ§§§§їїїїї§§§§§§ђ№№ьььььц§§„„„а & F„ „0§ЖЗИЙКЧШЩЪ§§§§ћ§§§#0PАа/ Ар=!А"А# $ %Ає)…‡ПП Рџ?Пџ?№P№Р№У  №aŸЈ*Ё(€јЊ  "ёП№џ №№ У №H€T*‡ПП Рџ?Пџ?№ PQ№У   №aŸЈ*Ё(€њЊ  [$@ёџ$NormalmH 6@6 Heading 1$@& 5hnH 6@6 Heading 2$@& >*hnH <A@ђџЁ<Default Paragraph FontDC@ђDBody Text Indent „ „0§hnH ,@,Header  Ц9r , ,Footer  Ц9r Ъ*џџџџ џџ џџ џџ љЪЧЪч ZЖЪtЪКЫКЫџџ Tim McNevinRC:\Documents and Settings\tmcnevin\My Documents\AutoRecovery save of Document1.asd Tim McNevin5\\AEU-SERVER\users\TMcnevin\AVETRA\Workload Trial.doc&v„7Ж–ЎЂџџџџџџџџџ „ „0§Ц OJQJo(З№&v„7џџџџџџџ@€HOД Ъ@@G‡:џTimes New Roman5€Symbol3& ‡:џArial"ёˆаhž“‚fЃ‚Іn )!ЅРДД€r0dКъџџCIT Tim McNevin Tim McNevinўџ џџџџ РFMicrosoft Word Document MSWordDocWord.Document.8є9Вq Attachment H РF–Microsoft Word Document MSWo7РF!Guidelines for teachers1џџџџ РFMicrosoft Word Document MSWoўџ џџџџ РFMicrosoft Word Document MSWordDocWord.Document.8є9ВqWord Document MSWoўџ џџџџ РFMicrosoft Word Document MSWoўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎD hp|„Œ” œЄЌД М рфCITpŸ@1 Guidelines for teachers Title˜ 6> _PID_GUIDфAN{5A75EE8E-AB6B-4084-A40C-1C436CB8C4FB}ўџр…ŸђљOhЋ‘+'Гй0x˜ИФамшј  4 @ LX`hpфGuidelines for teachersuidCITITITNormaln Tim McNevin2m Microsoft Word 8.0h@@ЦXз1єУ@ЦXз1єУ; Ÿ4ьЅСq ПбCbjbjt+t+ *~AAб?џџџџџџ]DDDDDDDXXXXXlŒXЫЮLLLLL+ˆГ,п’’’’’’$™є tЖDї'+їїЖ…DDLLлL………ї^DLDLXXDDDDї…ц…kŽhDDLјT§ ѓ1єУXXU0€ Guidelines for teachers Work through the questions for each of the major teaching roles: Planning and development Delivery and assessment Evaluation and maintenance Administrative and other duties to identify roles and tasks for which you will need time allocated. Are you undertaking Planning and development If no, go to next sectionRoles/tasks( if time neededSome of the factors to considerWork load TipsDo you need additional industry skills/knowledge?Consider whether this is a new or revised subject, whether you has taught this subject before. Also consider how the skills are to be attained – for example return to industry, self study, course, team teaching with an experienced teacher, mentoring by an experienced teacher.25,32Do you need professional development for a new mode of teaching/learning or a new pedagogical approach?Consider the mode of delivery – for example, in a Flexible Learning Centre, online, workplace delivery, simulation, use of practice firm etc. Also consider whether a new pedagogical approach will take time to plan and develop. Consider how to identify the skills needed - for example, using Flexways - and how the skills are to be attained – for example, course, mentoring, buddy schemes, action learning, prior experience as a student.3,4, 13,14,23,24Do you need professional development in technology skills? Consider computer skills – for example file management, use of word processing, presentation software, use of online learning software, skills in designing online learning interactions.3,32Do new/additional resources need to be developed or customised?Consider whether existing resources have gaps or need work to be useful for the new subject or new mode of delivery. Consider also whether resources can be purchased. Resources might include text books, print based materials, online materials, CDs, videos, lecture notes etc.1,2Do new assessment tasks/instruments need to be developed?Consider delivery mode of assessment – for example, face-to-face, online, workplace based, assignment/project etc and reusability of assessment items.1,2,8,10,15Does a student induction program need to be developed?Consider whether mode of delivery (eg online) requires familiarisation with the online environment and development of students’ literacy skills. How these will be developed - as part of the subject delivery or separately, face-to-face or online. Is extra teacher time needed?18,22Do partnerships with industry or other organizations need to be established and nurtured?Consider time needed for building relationships with workplace supervisors of students, providers of work placements, sponsors/partners of practice firms, providers of facilities/resources etc.25Is additional time spent now on planning and development likely to lead to improvements in learning outcomes or more efficient use of your time? Will more hours for development now produce reusable resources that will save teacher time in the future – for example online banks of test questions rather than one online test; self paced materials to reduce student dependence on teacher; workplace based assessment tools for use across a number of enterprises.2, 10 to 18, 30,31Does you have responsibility for preparing learning resources, activities and assessment items for other teachers?For example a subject coordinator may prepare all the resources, activities and assessment items to be used by a team of teachers.2,3,1027 Are you undertaking Delivery and Assessment If no, go to next sectionRoles/tasks( if time neededSome of the factors to considerWork load TipsDoes the time you need for delivery / assessment depend on number of students?Consider whether class size will be ‘average’, smaller than average, greater than average or fluctuating (continuous enrolment etc). In some instances class size may not affect delivery time eg a lecture or completely self-paced mode. Where interactions with students occur, practical tasks are supervised, and/or assessment is individually marked, time spent by teacher is affected by numbers of students. A formula that may be useful here is Delivery hours = Fixed hours + Group size ratio x (Normal delivery hours – Fixed hours)26Does the subject matter and/or subject design require a high level of student-teacher interaction?Student-teacher interactions may be face-to-face, online, by phone etc. Consider whether level of interactions is appropriate and whether additional time is required. For example, how much use will be made of email, moderated online discussions?5,6,7,10 to 18,23,24 Are multiple topics / subjects / tasks / activities being conducted in the one session?Consider whether teacher is facilitating learning across many subjects/topics at once; whether they are also conducting assessment and/or marking – for example in Flexible Learning Centres, practice firms, drop-in centres etc.10,11, 17Do you have RPL responsibilities?Consider whether your RPL responsibilities constitute a significant workload.27,28,29Are you new to teaching or to teaching in the subject area?Consider how much extra time you will need to prepare for each session; team teaching possibilities, mentoring, providing a mix of new and familiar responsibilities.3,27, 32Does the location of assessment affect the time you will spend?Consider factors such as travel time to workplace assessment, extra time needed to mark assessment items individually rather than in a block all at once.5,6,7,8Does the mode of assessment affect the amount of time you will spend?Consider online, automatically marked assessment, time extra time needed to mark 20 assignments spread over 18 weeks compared with 20 assignments in one sitting etc.5,6,7,8,15 Are you undertaking Evaluation and maintenance If no, go to next sectionRoles/tasks( if time neededSome of the factors to considerWork load TipsAre you developing evaluation instruments?  Consider whether any existing evaluation instruments can be used or modified, whether evaluation instrument will be put online, how results will be processed.1,31Are you administering and summarising evaluation instruments? 1,31Are you responsible for maintaining and updating learning resources? Consider whether there is a new or revised Training package, whether there have been technology developments affecting subject content, whether client needs have changed, whether previous evaluation/review has indicated change is necessary. If the amount of updating is large/significant, the work involved should be considered under Planning and development.1,2,8,10,25, 27 Are you undertaking Administrative and other dutiesRoles/tasks( if time neededSome of the factors to considerWork load TipsAre you responsible for providing course information & advice and/or student enrolment?  Consider whether this is once a semester/term/year or ongoing for continuous enrolment. Consider roles for teacher and any administrative staff that may be available. 18,19,20,22,23Are you responsible for providing induction, orientation and counselling for new students? Are you responsible for providing pastoral care for students? Consider roles in course advice, supporting and advising on learning difficulties, assistance with settling in, getting started, providing organization and motivation skills and advice, following up on poor attendance – for example for International students, flexible learning students, online students, students with disabilities or learning difficulties.Do you need to spend extra time on recording results because of the mode of delivery?Consider issues of double recording when online software or workplace assessment recording system (eg for user choice) does not interface with Student Administration system9Do you have course marketing responsibilities?Consider attendance at Open Days, careers markets, industry visits etc20Will you be required to supervise/ coordinate other teachers and/or workplace trainers and assessors?For example: other teachers delivering subject that teacher is coordinating; coordination of teachers in a Flexible Learning Centre; coordination of trainers and/or assessors employed in industry.10,11,30, 31Will you be providing mentoring or 1:1 buddying of other teacher(s) and/or workplace trainers and assessors? For example: for a new teacher; for a teacher teaching in a new subject area; for a teacher teaching in a new or different delivery mode.3,10, 11,30,31Will you be required to attend and represent others at organisational forums/meetings?Consider whether the number/frequency of such meetings requires special consideration.Will you have roles in maintaining partnerships with industry?Consider time needed for maintaining relationships with workplace supervisors of students, providers of work placements, sponsors/partners of practice firms, providers of facilities/resources etc.25Will you have record keeping responsibilities associated with particular modes of delivery or other contracted situations?For example: record keeping associated with traineeships / apprenticeships; record keeping associated with commercial contracts, delivery through Flexible Learning Centres. Consider whether some purely administrative tasks can be performed by administrative staff that may be available.8,9Will you need to travel to different locations to teach and supervise students?Is travel time provided? How many different locations are involved? Tips for managing workloads in flexible learning Tips for teaching practices that reduce workloads can assist teachers and managers to implement flexible learning with a realistic understanding of what is involved and within the unavoidable constraints of a budget. These tips are designed to assist teachers and managers in agreeing on appropriate workloads and are referred to in the Guidelines. Focus on using pre-existing online resources and the use of online interaction, not on development of extensive, new online resources. If you are adding some online components – resources, activities to classroom based delivery consider what previous activities you are going to give up. Bates (2000) says “If the use of technology to support classroom (activity) does not result in savings in other activities, then costs will inevitably rise.” Use action learning to develop teacher skills in online facilitation and resource design and development. Enrol in an online course to gain first hand experience of online learning. Manage your students’ expectations about your availability eg tell them how often you respond to emails. Manage trainee and employer expectations about your availability eg specify how many visits there will be for each trainee. Limit the frequency with which you log on ie manage your students’ expectations about when and how often you will interact with them. Develop assessment checklists for students and teacher use. Consider using administrative staff for some administrative duties currently being done by teachers. If a subject is delivered in several ways (eg classroom, flexible learning centre and online), try to develop resources for the subject that can be used in multiple modes. For example, include more detailed instructions in activities so that they are “stand-alone”, provide the subject guide and some resources online for all students, whether classroom based, online or in other flexible modes. Develop FAQs (based on questions previously asked) and make them accessible online. Encourage greater use of asynchronous discussion between students (to take pressure off teachers having to respond one by one to each question). Learn strategies for moving teacher out of the middle of the discussion. Develop skills in online moderation so that discussions are meaningful and students dig deeply into the topic Put more assessment online – embed it into courses (it provides incentive to learn and instant and continuous feedback). Assess the value of putting something online –is it for the students’ convenience, for the enhancement of learning, to be more efficient? ie use online technologies as tools to aid teaching and learning, not as an end in themselves. Subjects being considered for online delivery should be evaluated for appropriateness for online delivery prior to implementation. Interactions between student and teacher, student and student are important. Where possible, retain some face-to-face interactions if they are a more efficient way to learn. Ensure technology is adequate and available to students before going online. Provide course information online for more efficient course marketing. Use conflict resolution skills to defuse some online interactions. Develop and publish netiquette guidelines for students. Facilitate social interaction and familiarisation using online discussion at the start of an online course. Be careful with the language that you use online – try to be friendly and encouraging. Look for opportunities to develop partnerships with industry that are mutually beneficial eg students gain access to state-of-the-art equipment while ‘staffing’ industry activities; taking learning and assessment activities to the workplace. Different sized ‘classes’ One formula does not adequately describe all situations. However, formulas for calculating teachers’ work (when measured in hours) may assist teachers and managers to agree on the measure of teacher work/time especially where a number of teachers’ roles are similar and the one formula can be applied to each of them. The following general formula provides one way of varying the number of teaching hours given where the number of students is significantly different from the average class size, for example when a small group is going to learn online. It recognises that there is a fixed amount of time needed no matter how small or large the class is, and also a variable amount of time, which depends on how many students there are, and also has a relationship with ‘normal’ conditions and funding. This general formula, is derived from many examples of formulas in use that were collected from focus group sessions (see Appendix F). This formula cannot be used in all situations. For example, it is more likely to be applicable in online than in workplace situations. Delivery & Assessment hours = Fixed hours + Number of students x Hours per student Fixed hours: a minimum number of hours required to setup and run a ‘class’ of any size. For example, the teacher must prepare initial information, prepare for sessions, prepare assessment items and spend some time interacting with the class no matter how few students there are. Hours per student: to be agreed by parties concerned, taking into consideration relevant guidelines, the nature, level and complexity of the subject, normal delivery hours if it were to be delivered in the classroom and best practice examples etc For example, the normal class size is 20 and normal delivery hours in a classroom situation are 50. If the actual class group has 8 students, the Fixed hours have been agreed to be 10, and the Hours per student have been agreed to be 2, the Delivery hours granted to the teacher will be 10 + 8 x 2.0 = 26. If there were 12 in the class, the delivery hours would be 34 hours; 4 in the class, the delivery hours would be 18 hours. Working in a team of teachers can help to reduce workloads. Develop one set of resources for use by many teachers. Development responsibilities can be rotated or shared or developer can be given extra time. Provide detailed, self-paced RPL/RCC checklists and evidence guides, preferably online. Look for RPL/RCC resources that have already been developed elsewhere. Enrol RPL/RCC applicants in a skills recognition subject to provide them with the skills and support to self-assess. Develop and use online templates that provide a standard look and feel, a standard range of online tools to assist a teacher putting learning materials online quickly. Develop standard, customisable evaluation instruments and make them available online as part of a standard template. Team teach with a more experienced teacher to improve your industry or technical skills.   YefІийюєѕ]^ $ % ` b  ! " b c w { | Ж З N Z [ ’ “ Ї ­ Ў  ЫЮЯabœЏА#$ЇАВЧтуў  K›ЏВ #}`jŽмх#ЩвЎЖўЄЏГЧхц N{љі№іэіъэіъэіъэіъэіъэіъэіъэіъэіъљчі№ііъіъіъіъіъіъіъљчі№іфіCJCJCJCJ jP№CJCJ OJPJQJZ[tŒЇЧ   =XYev–Ѕ§§ћї№№№№юючфсН4ЖЖЖЖ$Є$$$$–l4жжј%ј%$$ЄxЄ$ & FЄ<Є<[tŒЇЧ   =XYev–ЅІийюєѕ]^ $ % ќї№цмвЭШСКГЏЈЁš“‡‚{vrhc\WSоњџџ  яњџџ  Єќџџ  Ѕќџџ  §џџ  §џџ  §џџ  )ўџџ  *ўџџ \ўџџ ]ўџџ  lўџџ  Œўџџ  ўџџ  ЉўџџЊўџџ  Хўџџ  тўџџ  іўџџїўџџ;џџџ[џџџ  vџџџ  Žџџџ   Їџџџ шџџџЅІийюєѕ]^ $ % ` a b  ! " b К<ЏЈЁЈКРЏЈЁЈКєЏЈЈЁЈКhЏ & F$ЄxЄx$ & FЄxЄx$E$$–l4жж\,ќ(#ј%,а,а% ` a b  ! " b c w { | Ж З N Z [ ’ “ Ї ­ Ў  ЫЮЯabœѕ№ыфплбЬЧТОДЏЈЃŸ•‰„€vqjeaWRK   єџџ  Ёєџџ 3ѕџџ  4ѕџџ  7ѕџџ  љѕџџ  њѕџџ Tіџџ  Uіџџ  [іџџ  oїџџ  pїџџ Їїџџ  Јїџџ  Дїџџ  Kјџџ  Lјџџ †јџџ  ‡јџџ  ‹јџџ  Ÿљџџ   љџџ рљџџ  сљџџ  цљџџ   њџџ  Ёњџџ  Ђњџџ нњџџ  b c w { | Ж З N Z [ ’ “ Ї ­ Ў  ЫЮјјјГ|ЈјЁјГLЈјЁјГ„ЈјЁј & F$ & FЄxЄx$E$$–l4жж\,ќ(#ј%,а,аЄxЄx$ЮЯabœЏА#$ЇАБВЧу§К„ЏЈЁЈКЏЈЈЈКŸ˜•’$$ЄxЄ$ & F$ЄxЄx$ & FЄxЄx$E$$–l4жж\,ќ(#ј%,а,аœЏА#$ЇАБВЧу§ў ;JKš›ЏВГ #$|}њіьчтнйжЯШСНЖЏЈЁ“Ž‡‚~tohc_UP  †эџџ оэџџ  пэџџ  ѕэџџ  ыюџџ  ьюџџ Oяџџ  Pяџџ  Sяџџ  gёџџ  hёџџ Зёџџ  Иёџџ  Чёџџ  чёџџ  јёџџ  ђџџђџџ  ђџџ  ;ђџџ  PђџџQђџџRђџџ  [ђџџ  ођџџ  пђџџ Rѓџџ  Sѓџџ  fѓџџ§ў ;JKš›ЏВГл4дддд  „}v}Ф„} & F$ЄxЄx$ & FЄxЄx$E$$–l4жж\,ќ(#ј%,а,а$Є$$$$–l4жжј%ј%  #$|}`jkŽмхц"#ЩвгјёЌЁёјёЌьЁёјёЌДЁёјёЌ & FЄxЄx$E$$–l4жж\,ќ(#ј%,а,аЄxЄx$ & F$}`jkŽмхц"#ЩвгЎЖЗ§ўЄЏАБВГЧцљє№цскебЧТЛЖВЈЃœ—“‰„zvqlg`YRNщџџ  щџџ  ;щџџ  OщџџPщџџQщџџRщџџSщџџ  ^щџџ  ъџџ  ъџџ Kъџџ  Lъџџ  Tъџџ  юъџџ  яъџџ /ыџџ  0ыџџ  9ыџџ  пыџџ  рыџџ ьџџ  ьџџ  &ьџџ  tьџџ  uьџџ —ьџџ  ˜ьџџ  Ђьџџ  …эџџгЎЖЗ§ўЄЏАБВГЧцєэцэЁфєэээЁ˜˜˜‘Ž‹$$ЄxЄ$  & F„T„ЌўE$$–l4жж\,ќ(#ј%,а,а & F$ЄxЄx$ & FЄxЄx$ >MNyz{|}~л4ддддX„}}vvvv & F$ЄxЄx$ & FЄxЄx$E$$–l4жж\,ќ(#ј%,а,а$Є$$$$–l4жжј%ј%  >MNyz{|}~#$bcdejkАБВГ+,-љђыфржбЬХОЗАЉЄ –‘Œ…€|rmf_ZUQLжхџџзхџџ  чхџџ  Oчџџ  Pчџџ