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  1. Established in 2008 by industry leaders in response to a need for an alternative style of senior education along with a training environment producing the best quality apprentices, the College has achieved outstanding results in its early years – over 1100 apprenticeships have been created with over 90% of the graduates achieving their senior school certificate, the Queensland Certificate of Education and an apprenticeship. The AITC Board of Directors is responsible for developing policies to ensure that guidelines are followed and adopted within the AITC. Policies are designed to influence and determine all major decisions and actions, and all activities take place within the boundaries set by them. These policies are reviewed annually or as required. The AITC has developed an innovative senior educational program that meets the Queensland Curriculum and Assessment Authority (QCAA) requirements and has the flexibility to respond to the needs of the industry. The AITC program is designed to provide young people with the learning experiences that will position them to attain a Queensland Certificate of Education and transition smoothly into work and training. Young people engage in a structured education program and a range of work and training placements. Young people may join the AITC program at several points: Year 10 intake: The first year of the AITC program contributes credits towards the Queensland Certificate of Education and focuses on work and life skills. It also includes a Trade Taster program and supported work experience. Year 11 and 12 intakes: The final two years of the AITC program engage young people in senior education and trade training that lead to a Queensland Certificate of Education. An individualized employability skills program, extended work placements, and specific trade training guide young people toward attaining apprenticeship or traineeship outcomes. The program structure each term involves: A five-week College block focused on the delivery of an education module. A five to seven-week Employment block focused on employability skills, work, and training. The curriculum at the AITC is unique. It is carefully selected to progressively develop employability skills and achieve individualized learning goals while also meeting the requirements of the Queensland Curriculum and Assessment Authority (QCAA) and the Australian Skills Quality Authority (ASQA). The College aims to seamlessly blend senior education and vocational training to engage young people in purposeful learning experiences with real-world relevance. Our young people study two QCAA subjects and complete four nationally registered qualifications, which give them 20 credit points towards their Queensland Certificate of Education upon completion. The AITC academic curriculum is made up of learning modules that are distinct units of study in: English Communication: This literacy-based course is designed to allow young people to develop and use written, spoken, and digital communication skills that underpin success in workplaces and other real-life contexts. The course covers a range of topic areas, including advertising, global issues, and DIY (which focuses on trade-based tasks). Pre-Vocational Maths: This practical numeracy-based course covers tax, finance and budgeting, design, and measurement. Workplace contexts are used for tasks when possible, and young people are drilled in the mathematical skills required for specific trades. Vocational Education and Training: Our young people complete Certificate I, II, and III in Business and Certificate I and II in Information, Digital Media, and Technology. These courses are tailored to reflect young tradespeople's needs as they embark on a career in industry and include topics in financial management, MYOB, manage a micro-business, and electronic communication. Suppose a young person has already achieved some qualifications (or parts thereof). In that case, the AITC will grant credit transfers for those achievements, providing we have access to original documentation from the RTO where training took place in the previous year(s). In this case, VET trainers will develop individual learning plans. Young people who complete all three years of the College's program have the opportunity to earn additional credit points towards their Queensland Certificate of Education by undertaking the following additional study: QCAA Literacy: This course is designed to help young people develop their reading, writing, oral communication, and learning skills while studying topics such as Heroes and Identity. QCAA Numeracy: This course is designed to help young people develop their mathematical information, mathematical processes, problem-solving skills, and learning while studying topics such as measurement, number and calculations, and data and statistics. Certificate I in Work and Life Skills: This course is designed to suit young tradespeople and includes units of competency such as "use digital technology for basic workplace tasks" and "apply for jobs and undertake job interviews." The Employment-Based Curriculum: Our young people engage in a range of work-based experiences that enhance their learning when they participate in training and employment as an apprentice or trainee. The AITC Employment-based curriculum is made up of a range of industry-based experiences and an employability skills program: Mentoring/Coaching: Employment Consultants from the AITC work with the Young People to guide them through the employment process. They assist in areas such as resume writing, making phone calls to employers, and interview techniques. Trade Taster: The AITC works with partner organizations to provide the opportunity for young people to sample a range of trades. Work Placements: Our young people engage in a range of work placements to engage them in their industry of choice. These vary in length, give young people real-life experience in the workplace and establish connections that may launch careers. Pre–Employment Training: Before young people engage in a work placement, they engage in a structured training program to learn the necessary skills they need to participate safely and productively in work placements. This training is at a Certificate I or II levels, delivered by a registered training organization. Employability Skills Training: Based upon the Core Skills for Work Framework, this training is embedded within the College's onsite and offsite program to provide the foundation skills young people need to succeed in the workplace. View full school
  2. At Music Industry College, we believe that each student is unique in personality, intelligence, ability, learning style, skills, and knowledge. The uniqueness of each needs to be identified, acknowledged, encouraged, developed, and expressed within the college educational setting. We believe that real learning will only occur when the college staff and curriculum meet students' real interests and educational needs. Our experience has shown that by providing a "real interest," integrated educational program, students are inspired and motivated to complete and excel in their senior studies. To assist with the delivery of our senior secondary Queensland Curriculum and Assessment Authority approved QCE and OP program, we employ experienced, committed, caring, qualified, and enthusiastic teachers cap student numbers at 80 have small class sizes generate an inclusive and accepting community and partner with several local industry partners. Student and parent testimonials are proof that MIC education is amplified. MIC attracts a wide variety of students, but the one thing that brings them together is music. You will get to meet others who are just as passionate about music as you are. Student life at MIC allows opportunities to collaborate with other students, form a band, record your music, produce work for other students, work in real industry situations like our all-ages music venue 38 Berwick and Starving Kids record music blog. MIC is a place where you can make friendships and become a part of a community that will last long after graduating. Our focus at MIC is on building a team of professional and dedicated teachers and trainers with current and relevant experience in the Music Industry. Our staff is passionate and enthusiastic about their subjects because they walk-the-walk as well as talk-the-talk. The level of care and attention is given to students at MIC by all staff, including the Admin Hub, which we are all very proud of and continuously focused on our team.
  3. Established in 2008 by industry leaders in response to a need for an alternative style of senior education along with a training environment producing the best quality apprentices, the College has achieved outstanding results in its early years – over 1100 apprenticeships have been created with over 90% of the graduates achieving their senior school certificate, the Queensland Certificate of Education and an apprenticeship. The AITC Board of Directors is responsible for developing policies to ensure that guidelines are followed and adopted within the AITC. Policies are designed to influence and determine all major decisions and actions, and all activities take place within the boundaries set by them. These policies are reviewed annually or as required. The AITC has developed an innovative senior educational program that meets the Queensland Curriculum and Assessment Authority (QCAA) requirements and has the flexibility to respond to the needs of the industry. The AITC program is designed to provide young people with the learning experiences that will position them to attain a Queensland Certificate of Education and transition smoothly into work and training. Young people engage in a structured education program and a range of work and training placements. Young people may join the AITC program at several points: Year 10 intake: The first year of the AITC program contributes credits towards the Queensland Certificate of Education and focuses on work and life skills. It also includes a Trade Taster program and supported work experience. Year 11 and 12 intakes: The final two years of the AITC program engage young people in senior education and trade training that lead to a Queensland Certificate of Education. An individualized employability skills program, extended work placements, and specific trade training guide young people toward attaining apprenticeship or traineeship outcomes. The program structure each term involves: A five-week College block focused on the delivery of an education module. A five to seven-week Employment block focused on employability skills, work, and training. The curriculum at the AITC is unique. It is carefully selected to progressively develop employability skills and achieve individualized learning goals while also meeting the requirements of the Queensland Curriculum and Assessment Authority (QCAA) and the Australian Skills Quality Authority (ASQA). The College aims to seamlessly blend senior education and vocational training to engage young people in purposeful learning experiences with real-world relevance. Our young people study two QCAA subjects and complete four nationally registered qualifications, which give them 20 credit points towards their Queensland Certificate of Education upon completion. The AITC academic curriculum is made up of learning modules that are distinct units of study in: English Communication: This literacy-based course is designed to allow young people to develop and use written, spoken, and digital communication skills that underpin success in workplaces and other real-life contexts. The course covers a range of topic areas, including advertising, global issues, and DIY (which focuses on trade-based tasks). Pre-Vocational Maths: This practical numeracy-based course covers tax, finance and budgeting, design, and measurement. Workplace contexts are used for tasks when possible, and young people are drilled in the mathematical skills required for specific trades. Vocational Education and Training: Our young people complete Certificate I, II, and III in Business and Certificate I and II in Information, Digital Media, and Technology. These courses are tailored to reflect young tradespeople's needs as they embark on a career in industry and include topics in financial management, MYOB, manage a micro-business, and electronic communication. Suppose a young person has already achieved some qualifications (or parts thereof). In that case, the AITC will grant credit transfers for those achievements, providing we have access to original documentation from the RTO where training took place in the previous year(s). In this case, VET trainers will develop individual learning plans. Young people who complete all three years of the College's program have the opportunity to earn additional credit points towards their Queensland Certificate of Education by undertaking the following additional study: QCAA Literacy: This course is designed to help young people develop their reading, writing, oral communication, and learning skills while studying topics such as Heroes and Identity. QCAA Numeracy: This course is designed to help young people develop their mathematical information, mathematical processes, problem-solving skills, and learning while studying topics such as measurement, number and calculations, and data and statistics. Certificate I in Work and Life Skills: This course is designed to suit young tradespeople and includes units of competency such as "use digital technology for basic workplace tasks" and "apply for jobs and undertake job interviews." The Employment-Based Curriculum: Our young people engage in a range of work-based experiences that enhance their learning when they participate in training and employment as an apprentice or trainee. The AITC Employment-based curriculum is made up of a range of industry-based experiences and an employability skills program: Mentoring/Coaching: Employment Consultants from the AITC work with the Young People to guide them through the employment process. They assist in areas such as resume writing, making phone calls to employers, and interview techniques. Trade Taster: The AITC works with partner organizations to provide the opportunity for young people to sample a range of trades. Work Placements: Our young people engage in a range of work placements to engage them in their industry of choice. These vary in length, give young people real-life experience in the workplace and establish connections that may launch careers. Pre–Employment Training: Before young people engage in a work placement, they engage in a structured training program to learn the necessary skills they need to participate safely and productively in work placements. This training is at a Certificate I or II levels, delivered by a registered training organization. Employability Skills Training: Based upon the Core Skills for Work Framework, this training is embedded within the College's onsite and offsite program to provide the foundation skills young people need to succeed in the workplace.
  4. The École Nationale Supérieure d'Informatique pour l'Industrie et l'Entreprise is one of the oldest institutions offering a degree in computer engineering. Since its creation in 1968, almost 3,000 engineers have graduated from this institution.1 With its threefold curriculum on IT, mathematics, and business organization, the ENTIRE program is valued and recognized within the business world. Our graduates are working in all economic activity sectors, where IT and communication are a significant driver of development and business innovation. ENSIIE provides diversified and high-quality training that students can follow on our campuses or exchange with our academic partners in France and worldwide. This is complemented by a strong emphasis on workplace experience, over 11 months of internships, and a constant focus on research and innovation. Admission is based on competitive entrance exams or qualifications. Students can choose to follow courses in Évry, just south of Paris or, since September 2009, in Strasbourg in the east of France. The institution offers engineering qualifications for students, for workers via block-release training and continued, and a choice of complementary qualifications. In 2011, ENSIIE became an Institut TelecomL'Institut Mines-Telecompartner institution, which enabled us to offer a more comprehensive selection of programs to our students. Useful and necessary for engineering training, extracurricular activities are strongly encouraged at ENSIIE via around 40 cultural and sporting student societies. Extracurricular activities promote camaraderie and cooperation between students, which contribute to the development of social competencies and interpersonal skills. ENSIIE graduates can choose a job from a wide range of business areas. Optional modules are introduced from the third semester to allow students to prepare their career plans. Develop a career in the business world where valuing and maximizing the benefits of communication technology is essential. Succeed, thanks to expertise acquired in fields such as IT systems, software engineering, on-board systems, networks, virtual reality, computational finance, project management, and change management. Develop a career in research and development in a research laboratory: business intelligence, optimization, finance and modeling, and software engineering. Create your own business. Information and Communication Technology (ICT) is the favorite domain for those who have an entrepreneurial outlook. ENSIIE promotes the emergence of these vocations by offering a program for engineer-entrepreneurs and the creation of ground-breaking projects. Current changes in our societies are being instigated by powerful innovations led by the field of Information and Communication Technology (ICT). These innovations are permanent, becoming more sustainable, widespread, and universal, relating to all fields of activity: economic, industrial, social, and cultural. ENSIIE engineers are present in various sectors such as industry, consulting, banking and insurance, customer service, governmental engineering consulting, design engineering, operations engineering, project management, expert or manager. THE ENSIIE welcomes every year more than 150 new students for its engineer's training. This training, dispensed at the same time on our site of Évry and on that of Strasbourg, is accessible for the students stemming from a preparatory class for entrance to Grandes Ecoles or from a university sector. As from the session 2016, the ENSIIE recruits through the competition MINES-TELECOM. The MP, PC, PSI, and TSI avid students to integrate the ENSIIE necessarily have to take this competition. The students registered in the second year of Bachelor's degree or coming of this second year can integrate the ENSIIE using the Competition SECOND-YEAR UNIVERSITY DIPLOMA - L2. The student's holder of a university degree can integrate the ENSIIE using an admission on the title. According to the obtained diploma and the quality of the file), the admission is made either in the first year or directly in the second year of the training. The useful and necessary complement to engineers training, student associative life is highly developed at ENSIIE through forty students cultural, recreational, and sports unions. Le Bureau des Elèves (Bde) is responsible for student life supervision within the school and within the associations. ENSIIE degree was recognized by the Commission des Titres d'Ingénieurs (CTI) in 1972, and the apprenticeship program was recognized in 1994. Since 1974, admission has been principally based on the Concours Centrale-SupElec. The intake was initially 25 per year, which progressively increased to over 60 in 1984 and 75 in 1985. The decision to increase the number of places to 135 was taken in 1988. Since 1973, IIE alumni have joined the Association des Ingénieurs A3IE, whose role is to promote the degree, facilitate contacts between its members and contribute to creating an active, dynamic information network between ENSIIE and the business world. The number of engineers awarded a diploma until 2011 is 2800. I was initially based at CNAM in Paris, rue Saint Martin. Since 1984, the school has moved in the center of Évry, between the City hall and the Prefecture, close to the train station of Évry-Courcouronnes (RER D). Since September 2009, ENSIIE has created a campus at Strasbourg. The partnership with Strasbourg University allows the pooling of resources and teaching and research compatibility. While waiting to construct a new building, the school is based at the International Space University (ISU) on the Illkirch campus.
  5. At Music Industry College, we believe that each student is unique in personality, intelligence, ability, learning style, skills, and knowledge. The uniqueness of each needs to be identified, acknowledged, encouraged, developed, and expressed within the college educational setting. We believe that real learning will only occur when the college staff and curriculum meet students' real interests and educational needs. Our experience has shown that by providing a "real interest," integrated educational program, students are inspired and motivated to complete and excel in their senior studies. To assist with the delivery of our senior secondary Queensland Curriculum and Assessment Authority approved QCE and OP program, we employ experienced, committed, caring, qualified, and enthusiastic teachers cap student numbers at 80 have small class sizes generate an inclusive and accepting community and partner with several local industry partners. Student and parent testimonials are proof that MIC education is amplified. MIC attracts a wide variety of students, but the one thing that brings them together is music. You will get to meet others who are just as passionate about music as you are. Student life at MIC allows opportunities to collaborate with other students, form a band, record your music, produce work for other students, work in real industry situations like our all-ages music venue 38 Berwick and Starving Kids record music blog. MIC is a place where you can make friendships and become a part of a community that will last long after graduating. Our focus at MIC is on building a team of professional and dedicated teachers and trainers with current and relevant experience in the Music Industry. Our staff is passionate and enthusiastic about their subjects because they walk-the-walk as well as talk-the-talk. The level of care and attention is given to students at MIC by all staff, including the Admin Hub, which we are all very proud of and continuously focused on our team. View full school
  6. The École Nationale Supérieure d'Informatique pour l'Industrie et l'Entreprise is one of the oldest institutions offering a degree in computer engineering. Since its creation in 1968, almost 3,000 engineers have graduated from this institution.1 With its threefold curriculum on IT, mathematics, and business organization, the ENTIRE program is valued and recognized within the business world. Our graduates are working in all economic activity sectors, where IT and communication are a significant driver of development and business innovation. ENSIIE provides diversified and high-quality training that students can follow on our campuses or exchange with our academic partners in France and worldwide. This is complemented by a strong emphasis on workplace experience, over 11 months of internships, and a constant focus on research and innovation. Admission is based on competitive entrance exams or qualifications. Students can choose to follow courses in Évry, just south of Paris or, since September 2009, in Strasbourg in the east of France. The institution offers engineering qualifications for students, for workers via block-release training and continued, and a choice of complementary qualifications. In 2011, ENSIIE became an Institut TelecomL'Institut Mines-Telecompartner institution, which enabled us to offer a more comprehensive selection of programs to our students. Useful and necessary for engineering training, extracurricular activities are strongly encouraged at ENSIIE via around 40 cultural and sporting student societies. Extracurricular activities promote camaraderie and cooperation between students, which contribute to the development of social competencies and interpersonal skills. ENSIIE graduates can choose a job from a wide range of business areas. Optional modules are introduced from the third semester to allow students to prepare their career plans. Develop a career in the business world where valuing and maximizing the benefits of communication technology is essential. Succeed, thanks to expertise acquired in fields such as IT systems, software engineering, on-board systems, networks, virtual reality, computational finance, project management, and change management. Develop a career in research and development in a research laboratory: business intelligence, optimization, finance and modeling, and software engineering. Create your own business. Information and Communication Technology (ICT) is the favorite domain for those who have an entrepreneurial outlook. ENSIIE promotes the emergence of these vocations by offering a program for engineer-entrepreneurs and the creation of ground-breaking projects. Current changes in our societies are being instigated by powerful innovations led by the field of Information and Communication Technology (ICT). These innovations are permanent, becoming more sustainable, widespread, and universal, relating to all fields of activity: economic, industrial, social, and cultural. ENSIIE engineers are present in various sectors such as industry, consulting, banking and insurance, customer service, governmental engineering consulting, design engineering, operations engineering, project management, expert or manager. THE ENSIIE welcomes every year more than 150 new students for its engineer's training. This training, dispensed at the same time on our site of Évry and on that of Strasbourg, is accessible for the students stemming from a preparatory class for entrance to Grandes Ecoles or from a university sector. As from the session 2016, the ENSIIE recruits through the competition MINES-TELECOM. The MP, PC, PSI, and TSI avid students to integrate the ENSIIE necessarily have to take this competition. The students registered in the second year of Bachelor's degree or coming of this second year can integrate the ENSIIE using the Competition SECOND-YEAR UNIVERSITY DIPLOMA - L2. The student's holder of a university degree can integrate the ENSIIE using an admission on the title. According to the obtained diploma and the quality of the file), the admission is made either in the first year or directly in the second year of the training. The useful and necessary complement to engineers training, student associative life is highly developed at ENSIIE through forty students cultural, recreational, and sports unions. Le Bureau des Elèves (Bde) is responsible for student life supervision within the school and within the associations. ENSIIE degree was recognized by the Commission des Titres d'Ingénieurs (CTI) in 1972, and the apprenticeship program was recognized in 1994. Since 1974, admission has been principally based on the Concours Centrale-SupElec. The intake was initially 25 per year, which progressively increased to over 60 in 1984 and 75 in 1985. The decision to increase the number of places to 135 was taken in 1988. Since 1973, IIE alumni have joined the Association des Ingénieurs A3IE, whose role is to promote the degree, facilitate contacts between its members and contribute to creating an active, dynamic information network between ENSIIE and the business world. The number of engineers awarded a diploma until 2011 is 2800. I was initially based at CNAM in Paris, rue Saint Martin. Since 1984, the school has moved in the center of Évry, between the City hall and the Prefecture, close to the train station of Évry-Courcouronnes (RER D). Since September 2009, ENSIIE has created a campus at Strasbourg. The partnership with Strasbourg University allows the pooling of resources and teaching and research compatibility. While waiting to construct a new building, the school is based at the International Space University (ISU) on the Illkirch campus. View full university
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