Two weeks ago, the TDA Monday Newsletter reported on the September Skills Minister’s Joint Communique. In a small section we mentioned a component of that Communique which related to higher apprenticeships. I’ve discussed higher apprenticeships before in the TDA Newsletter, but not since this time last year.
What have been the developments since 2023, and what are the questions that still need be addressed?
The original concept for higher apprenticeships was that they would be vocational education led. Importantly, they are an inclusion in the six announced TAFE Centres of Excellence that have received turbo charged funding. Therefore, in the first instance it is likely they will be a product developed by TAFEs.
Apprenticeships are generally part of the industrial relations system. They are one of the oldest forms of vocational education and training and are enshrined in awards and enterprise agreements. Would higher apprenticeships have a similar place?
Current apprenticeships require a contract of training with an employer. This contract enables employers to receive government incentives. This contract is part of the tripartite relationship between the training provider, student and employer. Would higher apprenticeships have a contract of training?
There is a significant push, both in vocational and in higher education, for learn-and-earn models. Nothing currently stops an employer offering a learn-and-earn model. Indeed, in years gone by these were often called cadetships. Cadetships existed where employers saw advantages in supporting their workforce to gain qualifications while being employed. Employers generally gave their employees time off for study. Cadetships were not system wide like apprenticeships and had no formal contract of training. Would higher apprenticeships be more like cadetships?
The Department of Employment and Workplace Relations (DEWR) has been investigating how this new qualification might fit within the existing AQF. Will it be a vocational or higher education stream?
If there is a push from higher education for higher apprenticeships which regulatory environment is best? Is TEQSA, where self-accreditation is possible for non-university higher education providers, such as most of the TAFEs, a more logical regulatory environment? Or will higher apprenticeships be regulated through ASQA?
Higher apprenticeships will need funding for development, and they should have common characteristics. The initial proposal is that the new TAFE Centres of Excellence will be the place where these are developed. Is this where the funding will come from to develop these innovative course designs? Will it be the National TAFE Network, when it is formed, that develops the common characteristics?
These are some of the questions the proposed working group will have to grapple with. As I concluded last year in my piece, “there is quite a bit of work to be done to make these higher apprenticeships possible, but it is exciting that they are in the mix for new industry responsive qualifications. For too long innovation has been stifled by a one size fits all model. This expansion of vocational education is exactly what is required to meet emerging skill needs.”
The Department of Employment and Workplace Relations (DEWR) has released the revised Standards for Registered Training Organisations (RTOs), the culmination of four years of consultation across the VET sector.
The standards aim to strengthen the focus on quality outcomes for learners and employers, provide greater clarity, and allow for more flexibility and innovation in training delivery.
The revised standards comprise Outcome Standards, Compliance Requirements and Credential Policy.
DEWR says the change in structure and content in the revised standards provides a clearer and more direct link between the requirements RTOs are expected to meet and the outcomes they are expected to deliver.
The Minister for Skills and Training Andrew Giles said the current standards are complex and difficult to navigate – with over 59 clauses and 140 subclauses – driving a focus on administrative processes.
“The revised standards shift this focus beyond that of baseline compliance requirements and are framed around 23 outcome-focussed standards across four key quality areas – training and assessment, learner support, workforce, and governance,” he said.
ASQA will be progressively release draft Regulatory Guidelines to support providers to transition to the revised standards. Ahead of the full suite of guidance materials, ASQA’s draft Preparing for the revised Standards is now available.
For more information on the revised standards, see the DEWR webpage and the Revised Standards for RTOs webpage.
A series of steps to arrest the loss of people from the VET workforce and address key challenges have been outlined in the VET Workforce Blueprint, released by the Minister for Skills and Training Andrew Giles last week.
It finds that Australia’s VET workforce is under increasing pressure, with the supply of teachers, trainers and assessors not keeping up with demand, particularly in some key industry areas.
It says the VET teacher occupation typically loses more people each year than it gains and workforce turnover is at a higher rate than other sectors.
The average annual income for the VET workforce (about $81,000) is 8% higher than the Australian workforce in general (about $75,000).
The average gender pay gap is 16% across the VET workforce and women earn $14,773 less on average than their male colleagues.
Much of the information that informed the blueprint comes from the VET Workforce Study, a comprehensive examination by Jobs and Skills Australia that looks at all aspects of the VET workforce across demographic, geographic and employment characteristics.
The blueprint notes that VET teacher, trainer and assessor roles tend to be more casualised than the broader VET workforce and the Australian workforce generally.
Employment projections produced by Victoria University for Jobs and Skills Australia indicate that VET teacher, trainer and assessor employment demand is projected to grow by 12% (or 3,800 people) in the next five years and by 21% (or 6,900 people) over the next decade.
The blueprint identifies eight opportunities and 14 associated actions to support and grow a sustainable VET workforce. These extend across measures to grow the workforce, retain and develop the workforce, and better understand the nature of the workforce.
In this session, we will explore the vital role of vocational education in an increasingly AI-driven and digital world. This session will highlight how digital fluency is essential for equipping students with the skills that employers seek. By fostering critical digital competencies and a solid understanding of AI, students are empowered to think analytically, communicate effectively, and develop personal brands that resonate in today’s job market.
CIT will share their strategies for enhancing student success through the development of digital capabilities and addressing skills gaps to boost employability. Additionally, we will explore opportunities to engage TAFE educators in building their own digital confidence, ultimately supporting our digitally skilled graduates.
The West Australian government has announced the appointment of Blair Marsh, pictured, as Managing Director of South Regional TAFE.
The Minister Assisting the Training and Workforce Development Minister Hannah Beazley said that over his 20 years in the WA TAFE sector, Mr Marsh has been involved in managing training delivery to hundreds of thousands of students.
Mr Marsh most recently served as General Manager of Training Services at South Metropolitan TAFE. His five-year term commences on November 2.
Ms Beazley acknowledged the service of Kathy Keay, who has been leading South Regional TAFE as acting Managing Director for 12 months during a time of unprecedented demand for vocational education and training in the state.
TDA extends its congratulations to Blair Marsh on his appointment.
Skills Insight and ForestWorks have begun consulting with textile, clothing and footwear organisations to understand their workforce challenges, skills requirements and whether the national qualifications meet their needs.
The research project, Textiles, Clothing and Footwear Workforce Insights, is gathering qualitative data through consultation meetings and surveys.
“Stakeholder consultations are quickly uncovering important insights on a broad industry cross-section, such as the high cost of operating in Australia compared to overseas and the focus of training packages on sewing and machinist skills,” Skills Insight Executive Officer Industry Stewardship, Andrew Cameron said.
“We’re also learning about how growing consumer demand for locally made, ethical products keeps jobs in Australia and shifts focus to quality craftsmanship.
“The growth in textile repair, reuse and recycling is also predicted to have a significant industry impact, including the development of new skills in eco-friendly production and design,” he said.
Visit the project website to have your say.
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’.
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
Future Skills Organisation webinar
UTS Human Technology Institute ‘Invisible Bystanders’ report
14 October 2024
Register
TAFETalks: Enhancing Student Futures with Digital Proficiency
Wednesday, 16 October 2024, 2.00pm – 3.00pm AEDT
Register here
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
Seventeenth annual OctoberVET
14 November 2024
Federation University SMB campus, Ballarat, Victoria
Save the date
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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