Back in May at TDA Convention 2024, the then Skills and Training Minister, Brendan O’Connor announced a pilot for self-accreditation for TAFEs. What that means is that ASQA would delegate its course accreditation powers to TAFEs at AQF 5 and 6.
This was not something new. While post ASQA TAFEs retained the ability to add courses to scope, that is not the same as being able to accredit courses. There is often confusion, and some people think having accreditation for scope and the ability to accredit courses is the same thing. TAFEs lost that ability with the formation of ASQA and the two State regulators.
However, with the increasing number of RTOs (now over 3,800) the ability for TAFEs to operate as educational entities, responsive to industry partners and behave like universities, was removed. TAFEs became treated as just another RTO. This absence of recognition of TAFE capability, demonstrated through self-accreditation, has been a major advocacy piece by TDA for many years.
TDA made it clear in our submissions to the Universities Accord that this was an important component towards achieving parity of esteem between vocational education and higher education. We stated that the goal was to improve student mobility and allow better qualification alignment between TAFE and university, along with being responsive to local employers.
Therefore, we were delighted when Minister O’Connor genuinely placed confidence in TAFE as being central to vocational education and training by recognising their deep capabilities in education design and being responsive partners.
ASQA has been progressing this policy piece. They have created a pilot that must be finished by June next year. Six TDA members put forward proposals which had to demonstrate appropriate governance to manage the delegation and that they had sound quality assurance systems. All six TDA members were able to show they met these requirements.
From the six, three have been selected to be part of the pilot. They have been selected on the strength that their proposed courses were more likely to address a future skill need. ASQA also asked that the proposed courses for self-accreditation not contain licenced components.
So, for the purpose of today’s TDA Monday Newsletter, this is an update to assure readers that the self-accreditation pilot at AQF 5 and 6 is progressing. TDA looks forward to working with our members to support this important initiative. We also look forward to seeing if this does help achieve parity of esteem, responsiveness to market and demonstrate innovative design.
ASQA will announce the successful participants soon.
More than 6400 students of the deregistered private college, Luvium, trading as Australia Education & Career College, have had their qualifications cancelled, following action by the Australian Skills Quality Authority (ASQA).
In an updated statement of regulatory action, ASQA has advised that of the 7,360 former students that were sent notices of intent to cancel qualifications or statements of attainment, 6,400 provided no response and have had their qualifications cancelled.
ASQA CEO Saxon Rice said the cancellations were made in the interests of public safety and the members of the community who rely on appropriately qualified staff. The qualifications cover areas including individual support, early childhood education and care, community services and first aid.
Luvium, trading as Australia Education & Career College, had its registration cancelled by ASQA due to lack of training and assessment by qualified assessors.
ASQA says it received responses from about 780 former students of Luvium. It is considering these and says it will advise them of an outcome as soon as possible.
“The scale of cancelled qualifications in this instance, across multiple industry sectors, has been supported by extensive collaboration and coordination across various Commonwealth and state and territory government departments and agencies, working proactively to identify and support risk mitigation throughout ASQA’s process,” Ms Rice said.
The Minister for Skills and Training Andrew Giles said people should earn their qualifications, not buy them.
“We have a zero tolerance for shonks who are undermining the credibility of our really important VET sector,” he said.
Join TDA’s TAFETalks session on optimising existing systems to deliver the National Skills Passport.
Tertiary education providers already invest significantly in data systems to track student progress and record alumni qualifications. Building a completely new system introduces additional risks and costs.
In this session, experts from Victoria University and TechnologyOne will explore key factors in developing a National Skills Passport. They’ll discuss how leveraging innovative solutions can enhance workforce mobility, reduce institutional security burdens, and streamline assessment processes.
VET graduates have an improvement in their income after training of almost $12,000 per year, according to a new report from Jobs and Skills Australia (JSA).
The JSA report, Strong and Responsive VET Pathways, provides findings on the economic, employment and further study outcomes for 2019-20 VET graduates over various student characteristics and approximately 500 qualifications.
Nationally, the improvement in income, known as the median income uplift, was $11,800 for VET graduates.
The cohorts with the highest median income uplift were apprentices and trainees with an increase of $25,800 and graduate diploma/certificate holders with an uplift of $23,700.
“The picture that’s emerging as a result of our work, is that there’s an over-reliance on university that actually goes against the evidence of the value of VET education and its benefits,” JSA Commissioner, Professor Barney Glover said.
“Parents, teachers, career advisors – we all need to be talking about the benefits of VET qualifications to individuals’ standard of living and to address Australia’s skills gap.”
First Nations VET graduates gain a median income uplift of $13,000. Female graduates had a 17 percentage point increase in their employment rate. In addition, around one-in-five graduates with disability (21%) progressed to higher-level VET study.
Regional and remote graduates had a higher median income uplift than those in major cities.
VET qualifications also result in a reduction of reliance on income support. Thirty-nine percent of students who were on income support before studying were no longer on income support two years after completing their studies.
Employment rates also lift with VET qualifications. Nationally, graduates see an uplift of 15 percentage points to 84% in the year following completion.
Education Minister Jason Clare has foreshadowed a series of key pieces of legislation to hit the Senate over coming weeks that aim to reshape education at every level.
Speaking at the TEQSA conference last week, Mr Clare drew a contrast between the success of reforms in the tertiary education sector and those in the school sector.
“At a time when we need more people to go to TAFE and university, the number of people finishing school at the moment is going backwards. From 85% eight years ago to 79% today,” he said.
Mr Clare said there was a stark difference between public and private school performance.
“In non-government schools (the number finishing) is either pretty flat or going up.
However, in public schools, the percentage finishing has dropped from 83% to 73% in just eight years.
Mr Clare hopes that six significant pieces of legislation will pass the Senate over coming weeks. These are:
Chisholm Institute of TAFE received awards in three categories at the 2024 Welding Excellence Awards, hosted by Weld Australia.
Chisholm’s Engineering department was named winner of the 2024 Training and Education – Organisation Award for Victoria. The engineering team trains more than 1,000 students annually, with an impressive 97% retention rate for apprentices.
Chisholm educator, Rodney Bentvelzen won the 2024 Training and Education – Individual Teacher Award for Victoria. With a distinguished career spanning 30 years, Rodney has significantly contributed to the welding and fabrication industry through his exemplary teaching and industry involvement – from organising welding exams and competitions to integrating new technology into his teaching practice.
Grayson Cooper, a Chisholm student and valued employee of Energy 360, was named runner up in the Trades Person of the Year category.
The Manufacturing Alliance has launched its “Building a Defence Manufacturing Workforce” project to tackle skills demands for the sector.
The project was launched at Osborne Naval Shipyard in South Australia by the federal Minister for Skills Andrew Giles and South Australia’s Minister for Minister for Education, Training and Skills Blair Boyer.
The project is a collaboration with BAE Systems Australia. It aims to align skills development with Australia’s strategic goals, enhance defence capabilities, and bolster the manufacturing sector to achieve sovereign capability.
Sharon Robertson, the CEO of Manufacturing Industry Skills Alliance said, “Through this initiative, we are committed to ensuring that the full supply chain of emerging and future skills demanded by the defence industry are identified and embedded into todays and tomorrow’s training programs.”
The Mining and Automotive Skills Alliance (AUSMASA) has announced a new project to develop training products for the safe handling and maintenance of Hydrogen Fuel Cell Electric Vehicles (H2-FCEVs) as Australia transitions to hydrogen as an alternative fuel.
AUSMASA is seeking individuals with relevant knowledge and industry experience in H2-FCEVs. Expressions of interest are open until 22 November.
TAFETalks: Delivering the National Skills Passport
Wednesday, 4 December 2024, 2.00pm – 3.00pm AEDT
Register here
Australian Training Awards
6 December 2024
National Convention Centre, Canberra
More information
Australian Council of Deans of Education Vocational Education Group (ACDEVEG) 2024 Conference
9-10 December 2024
Queensland University of Technology, Brisbane
More information
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