As I prepare to take the next step in my career, I find myself reflecting on the incredible journey I’ve had over the past seven years at TDA.
Back in 2017, my induction into the world of VET was an up-close look at the policy shortcomings of the VET FEE-HELP scheme. My work was focused on placing students from closed providers with TAFEs, while counselling others about hefty ATO debts they didn’t know they had (for qualifications they hadn’t signed up for). Thankfully things got better from there!
The years since then have largely been characterised by numerous reviews and reforms (accompanied by a moving feast of acronyms) aimed at enhancing the quality, accessibility, and relevance of VET in Australia. From the establishment of the Jobs and Skills Councils and Jobs and Skills Australia, ongoing contemplation of qualification reform, a cultural shift in ASQA’s regulatory approach, and the imminent release of the revised RTO Standards and the VET Workforce Blueprint, TDA has provided a vital and consistent voice for its members in national policy and decision-making.
The signing of another five year National Skills Agreement in 2023 which placed TAFE at the heart of sector reform was also a significant milestone. The ability of TAFEs to adapt to these reforms while staying true to their mission is a testament to their resilience and the dedication of the people who work within them.
Over the years I have also seen a significant increase in national collaboration across TAFEs and dual sectors which will continue to grow through the establishment of TAFE Centres of Excellence and the National TAFE Network. As part of the small TDA team, I have learnt that advocacy is a long game and that it’s important to celebrate the small (as well as the big) wins.
I have been privileged to work alongside some of the most dedicated and passionate professionals in the sector, including my current and former TDA colleagues. It has been a pleasure to collaborate with so many of you from across the TDA membership, government, industry and beyond.
For now, it is an ‘au revoir’ rather than a goodbye as I move on to my new role at the Powering Skills Organisation (Jobs and Skills Council for energy, gas and renewables). I will take with me a deep appreciation for the VET sector and the critical work that TAFEs do every day. I look forward to seeing the sector continue to evolve and thrive in the years to come.
Everyone at TDA and its members extend their enormous thanks and gratitude to Lyndal Manson, TDA Director of Governance, Policy & Projects, who is leaving after seven years at the organisation.
Lyndal has been a pivotal part of the small team in the secretariat and has played a huge role in helping to advance the position of TAFEs across the country.
We thank Lyndal for her contribution and wish her every success as she moves into an exciting new role.
A shared vision for a national VET system, and the plan to achieve it, has been outlined in Australia’s first National Skills Plan, released by the country’s skills and training ministers.
The National Skills Plan is a key element, and the first stage of the planning process, of the five-year National Skills Agreement which was struck by the Commonwealth, states and territories in 2023. It was released on Friday by the Skills and Workforce Ministerial Council which met in Melbourne.
A central part of the plan is a new stewardship model that will see governments work collaboratively towards a suite of agreed national priorities.
State and territory governments will release their own action plans by November. By the end of the year, an Outcomes Framework will be published – the “first of its kind for the VET sector with the measures and indicators forming a balanced scorecard of national targets…”.
The National Skills Plan is framed around eight key priorities:
Ministers said the National Skills Plan represents a step change in how governments work together to build the skills Australia needs.
“Through a new focus on shared leadership, national planning and evidence-based decision making that is guided by industry knowledge, all governments and stakeholders will work in partnership to deliver a stronger and more responsive VET system.
“The shift away from a ‘set and forget’ approach and towards a system of shared stewardship and an annual cycle of evidence-driven review will maximise the increased investment in skills delivered by the National Skills Agreement to strengthen and expand the VET system across the country.”
See the National Skills Plan
See the National Skills Plan fact sheet
The federal and Queensland governments have unveiled the latest TAFE Centre of Excellence which will deliver innovative training in clean energy battery technology.
The TAFE Queensland Centre of Excellence – Clean Energy (Batteries) will fast-track higher and degree-equivalent apprenticeship pathways in emerging battery technologies and support the national transition to clean energy and net zero.
The two governments are jointly investing $20 million to establish the centre as a state-wide initiative that will be coordinated through TAFE Queensland SkillsTech.
The centre will deliver training in renewable energy batteries, intermittent renewable energy source storage, grid connectivity, network embedded storage at large and small scales, and electric vehicles.
It will also develop higher level apprenticeship and degree level apprenticeship pathways, including through the Certificate III Electrotechnology Electrician and the Bachelor of Engineering/Electrical Science.
It will link with the National TAFE Network to enhance industry currency across the training sector.
The Minister for Skills and Training, Andrew Giles said the centre would drive growth in the clean energy sector by improving and innovating training for clean energy battery technologies not just in Queensland but across Australia.
“Boosting collaboration between industry, universities and the VET sector will strengthen the VET system by providing high-quality and responsive skills training as we transition to a net zero economy.”
The revised Standards for Registered Training Organisations (RTOs) are to be released this week and are expected to reflect the need for a differentiated approach across various training providers.
At Friday’s meeting of the Skills and Workforce Ministerial Council, there was agreement to the wording of a preamble to the standards, “recognising TAFE’s unique position in the VET system.”
“Skills Ministers also discussed the pathway to a more sophisticated approach to differentiated regulatory supervision in the VET sector by the Australian Skills Quality Authority (ASQA), with phased implementation to commence in line with the application of the revised Standards from July 2025,” the Communique said.
“Taking a phased approach recognises that, in identifying an appropriate and effective approach for differentiated regulatory supervision, it will be critical to take into account the diverse nature of the VET sector, including the maturity of RTOs that operate within the sector, and the existing regulatory environment.”
Advice on approaches to differentiated regulatory supervision will be provided to skills ministers in early 2025. The standards are to be enacted from next January and come into full effect from July.
There is a transformation taking place in learning design at TasTAFE thanks to the Learning Balance initiative now being rolled out.
The initiative is part of the Reimagining TasTAFE 10-year Strategic Plan that is seeing learners playing a key role in helping teaching teams to shape the design of fit-for-purpose courses that will be delivered via a mixture of methods.
“Our focus is on providing the best delivery model for the learners, employers and communities associated with each course. This will often be a blend of online, on-campus and workplace-based learning,” Dr Stephen Linquist, Manager Digital Learning Transformation said.
“We’ve identified three elements – Connected, Authentic and Guided – to ensure our teaching teams design unique, learner-centred experiences. These elements emerged from our teachers who were asked to describe the most effective learner experience.”
The Learning Balance initiative has achieved some major milestones in its transformation journey. As one example, where previously there were short evaluation surveys of learners and phone calls to learners who had withdrawn from courses, now teaching teams seek feedback via facilitated focus groups.
“We share the insights we gain from learners with teachers who are incredibly curious about what matters to learners – so these insights empower our teachers to make informed decisions that benefit learners. It is all about putting our learners at the centre,” Dr Linquist said.
Helen Leeson, Executive Director, Learning Design, says the vision is to develop fresh approaches to co-designing courses, drawing on collective strengths and meeting the aspirations and needs of learners, their industries and their communities.
“Simply put, the Learning Balance is a whole-of-organisation initiative that applies to all staff involved in designing and delivering our courses.
“It is an ongoing initiative to create learner-centric experiences that will develop and deliver skills for Tasmanians,” she said.
Skills ministers meeting in Melbourne on Friday have resolved to attempt to clarify the meaning of what is commonly referred to as “higher apprenticeships”.
The Skills and Workforce Ministerial Council reports that it “discussed opportunities as well as the absence of a common definition for new and emerging higher-level apprenticeship models in both VET and higher education.”
“Skills Ministers agreed to establish a working group to consider issues relating to regulation, funding and industrial relations settings and to work together with employer and employee representatives and other key stakeholders to progress solutions and shared terminology,” the Communique said.
It says a working group will provide a final report to the ministerial council by July next year.
Perhaps it raises the question of whether there might also be a definition of “lower apprenticeships”.
The World Federation of Colleges and Polytechnics’ (WFCP) Sustainable Development Goals Affinity Group will be discussing global perspectives on embedding the SDGs in VET at a webinar on October 14.
It will feature case studies from Australia, Wales and Canada, as well as a United Nations global perspective.
Anna Rose, Chief Executive Officer of Environmental Leadership Australia has, for two decades, focused on advancing climate action in Australia. Her presentation is titled ‘The Burning Platform’.
Karen Dickinson, SDG Affinity Group Australia Co-Lead and General Manager, TAFE Queensland Gold Coast, will present a local case study, ‘Engage, Empower, Embed – Sustainability Excellence at Robina Campus’.
Community Colleges Australia is holding its 2024 conference, ‘Creative Resilience: Adapting and thriving in an uncertain world’ in Sydney, 21-23 October.
Speakers include Steve Whan, NSW Minister for Skills, TAFE and Tertiary Education; Professor Barney Glover, Commissioner, Jobs and Skills Australia; Dr Michele Bruniges, University of Technology Sydney’s Centre for Social Justice and Inclusion; and Saxon Rice, CEO, Australian Skills Quality Authority.
AVETRA 2024 Conference
3-4 October 2024
University of Technology, Sydney
More information
Sustainable Development Goals (SDG) Affinity Group Symposia – Global perspectives in embedding the SDGs in vocational training
14 October 2024, 9:00am – 11.45am AEST
Register
Community Colleges Australia Conference
21-23 October 2024
Sydney
More information
2024 National Conference on University Governance
Shaping the Future of Higher Education
22-24 October 2024
Melbourne
More information
2024 National VET Conference
31 October – 1 November 2024
Brisbane Convention and Exhibition Centre
More information
TEQSA 2024 Annual Conference
Navigating tomorrow: Anticipating challenges, embracing change
13 November 2024
More information
Australian Council of Deans of Education Vocational Education Group (ACDEVEG) 2024 Conference
9-10 December 2024
Queensland University of Technology, Brisbane
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