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(This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131This very recent and comprehensive report<\/u><\/a> from Jobs and Skills Australia \u201cexamines the provision of – and access to – vocational education and training (VET) in regional, rural and remote areas of Australia.\u201d It is really worth a read if that\u2019s your bag!<\/p>\n It points to VET\u2019s very important role in these areas and a key finding is that \u201cregional VET activity is driven, to a large extent, by local industries.\u201d The report also reveals that \u201ctraining is driven to a large extent by local industries with higher enrolments in agricultural and engineering-related training when compared with major cities.\u201d Not surprising really!<\/p>\n This 55-page report<\/u><\/a> first provides a very useful profile of regional, rural and remote (RRR) communities in Australia (remoteness is relatively low or non-existent in the ACT, Victoria, NSW and Tasmania). It highlights a range of other interesting findings too. First – and not unexpectedly – the split of regional and remote training delivery differs by state and territory, \u201cwith remote training delivery occurring most commonly in Queensland and Western Australia.\u201d Second, and as expected, \u201ca larger proportion of VET students in regional, rural and remote Australia are Aboriginal and\/or Torres Strait Islander students, and students from lower socioeconomic backgrounds\u201d in comparison with major cities.<\/p>\n Third, \u201cVET students in regional and remote areas are more likely to undertake lower-level qualifications than those in major cities. In particular, students in remote areas a more likely to undertake qualifications at the Certificate II and below level (32% of enrolments compared to 24% for all Australia)\u00a0while those studying a Diploma or higher VET qualification in outer regional and remote areas is less than 8%.\u201d In fact, beyond year 12, individuals in regional and remote areas are on average more likely to hold a Certificate III or Certificate IV as their highest qualification. This means that \u201cindividuals working in regional and remote areas who work in similar roles to those in the city are more likely to be VET qualified than to hold other (e.g. higher education) qualifications, reflecting labour market opportunities and competition.\u201d<\/p>\n Other key findings are that \u201cwhile the number of RTOs with head offices located in remote areas is lower compared to major cities, this may not be a true reflection of RTO presence (i.e. their campus or delivery location) in those areas because data on RTO location typically reflects the location of an RTO\u2019s head office and not necessarily its teaching locations.\u201d In practice, this means that larger RTOs such as TAFEs and larger private RTOs \u201cmay span several regions to deliver training to both metro and regional\/remote students.\u201d\u00a0And, as in many other cases, proximity of a training opportunity, and available travel options, often dictate the training that will actually be taken up. Indeed, \u201cthere may be latent demand for training that is not being met because people lack access to transport or because of the absence of a local provider.\u201d<\/p>\n That said, the report notes that:<\/p>\n While less variation in the number of training products accessed is generally observed as remoteness increases, analysis at an aggregate level does not point towards significant issues in relation to access to VET study options.<\/p>\n<\/blockquote>\n Finally, the report found that \u201cstudents in regional and remote areas have lower completion rates on average, with these differing across jurisdictions.\u201d<\/p>\n First, \u201cenrolment data shows smaller class sizes and potential difficulties in attaining economies of scale as remoteness increases.\u201d These are \u201cchallenges commonly associated with delivering education in these areas.\u201d Second:<\/p>\n Assessing scope does not allow for the variety of ways that training is delivered (e.g. online vs in-person) to be observed, nor where that training takes place (i.e. at a RTO head office or campus location, or elsewhere).<\/p>\n<\/blockquote>\n So, the message is that getting a true picture of available training in these areas can be tough.<\/p>\n The Jobs and Skills report suggests ways in which a more detailed picture might be gained. These include undertaking more in-depth analysis to \u201cconsider both what is approved to be delivered and the delivery locations that RTOs offer these options by (requiring detailed market research).\u201d In addition, \u201cmore explicit analysis of industry training and activity in regional and remote Australia would help to develop an understanding of the extent to which employers drive training, compared to students seeking out training options prior to employment.\u201d Finally, \u201cthe linkages between study modes and to occupations\/industries could help to explain the reliance on classroom-based delivery which is apparent in remote areas.<\/p>\n Have a look at the other article<\/a> addressing RRR issues in this issue too.<\/p>\nThe findings<\/h2>\n
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The challenges<\/h2>\n
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In conclusion<\/h2>\n