The narrative on non-completions – comment by CEO Jenny Dodd

In its recent submission to the Free TAFE legislation inquiry, TDA demonstrates the lifechanging nature of free TAFE for many students, the majority of whom are from economically disadvantaged backgrounds. You can download our submission at www.tda.edu.au. In the TDA submission we also have a section on the persistent call for completions as the main measure of success.

Completing a qualification is without doubt one measure of success for any student undertaking any course. For the individual it demonstrates a commitment to stay the distance and to gain a qualification that will give them opportunities in the labour market. For the employer, especially those with apprentices, it is critical for sustainability of their licenced industries. However, even in learning environments where the qualification is mandatory, such as licenced trades, the completion rates have never been anywhere near 100%.

In the TDA submission, we write “There is a narrative relating to free TAFE which focuses on completion and non-completions as a binary (and primary) measure of success. The reality, however, is nuanced and complex. It is also dependent upon student intention and circumstances, and the availability and analysis of data.”

Every incremental piece of learning under free TAFE is good for the individual, employers, society and the economy. Australia is still operating at near full employment (4% unemployment rate, as per the Australian Bureau of Statistics), which means there are many jobs available. As many industries with very high needs for labour and significant shortages, such as aged care, do not have mandatory qualifications for workforce entry, this can make employment outcomes from partial study very attractive.

In TDA’s submission we referenced NCVER’s VET Student Outcomes report, which analyses 2023 outcomes data. Most students achieved their intended outcomes post-training and the primary reasons for non-completions included personal reasons (21.9%) and changing or starting a new job (17.6%). This reinforces the attractiveness of starting a new job over completing study, even if that job is in a different industry to the one in which that student began their study.

TDA’s submission continues, “a binary analysis of VET completions data may overlook the impact of individual characteristics and circumstances of free TAFE students on completion outcomes and the time taken for completion. The Australian Qualifications Framework ascribes the volume of learning for a Certificate III qualification to be between 1 – 2 years.  Although the principles of competency-based training and assessment allow a student with prior knowledge and skills to complete more quickly, the equity groups prioritised by free TAFE funding may require longer to develop competency due to (for example) personal circumstances (including caring and employment responsibilities), illness and/or disability, or lower literacy, numeracy and/or digital skills.”

Entry to vocational education and training is relatively easy (no ATARs) and that is a good thing. Given education is one step towards a fairer and more equal society, enabling policies for equity students through public provision are important components to achieve that outcome.