astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131There is an image of an echidna on the cover of the interim report. This, they say, is \u201cto signify that there are \u2018spikey\u2019 ideas in the report.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n It also notes that:<\/span>\u00a0<\/span><\/p>\n \u201cAustralia\u2019s skills needs are growing and changing fast, with industry needs evolving and requiring skills and knowledge that cross the boundaries of our education sectors. Higher education is not currently well aligned with the VET system. Places, pathways, credit for prior learning and articulation, funding and regulation are fragmented across different institutions, levels of government, industries and places.\u201d<\/span>\u00a0<\/span><\/p>\n Naturally, the report is very higher education focused, and what is being proposed is worth a look even if readers don\u2019t get beyond the Executive Summary! However, there are 94 times that VET is mentioned. TAFE gets over 20 mentions as well. Let\u2019s see what \u2018spikey things\u2019 they have to say about VET!<\/span>\u00a0<\/span><\/p>\n The report notes that \u201cjobs that previously required VET qualifications will also require higher order thinking and people to engage in lifelong learning; likewise, jobs that previously relied on higher education may increasingly value specific vocational skills.\u201d Thus,<\/span>\u00a0<\/span><\/p>\n \u201cAustralia\u2019s skills needs will only be met if the higher education system and an expanded VET system, with TAFE at its core, work together within a more integrated system to deliver the flexible, transferable skills people want and need.\u201d<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n A national Skills Passport or similar may be one approach that could be used to document what people have studied and done, the report suggests. This would enable Australians \u201cto have their full range of qualifications, micro credentials, prior learning, workplace experience and general capabilities recognised across the education and training system and in the employment market.\u201d\u00a0<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n In the Panel\u2019s view other issues relevant to VET need further consideration, including:<\/span>\u00a0<\/span><\/p>\n Implementing the proposed new AQF arising from the Noonan Report is therefore a priority, the Panel believes so that \u201chigher education and vocational education will be connected through pathways, partnership and an up to date qualifications framework.\u201d This would also enable re-skilling and lifelong learning \u201cto be provided through more modular, stackable qualifications, including micro credentials, with full scaffolding and pathways.\u201d<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n This commentary is emerging, of course, as the report is only newly published. <\/span>An article authored by Gwilym Croucher in The Conversation<\/span><\/a> entitled \u201cMany Australians will need to study at both TAFE and Uni: how do we get the two systems working together?\u201d notes the importance of alignment and collaboration in tertiary education. It\u2019s worth a read.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n Another, by Craig Fowler (a former MD of NCVER) published in <\/span>Future Campus<\/span><\/a> notes that HE and VET \u201care differing, yet connected and complementary sectors that span the post schooling tertiary education system.\u00a0 But it\u2019s their connection; why and how the \u2018twain might better meet\u2019; that matters.\u201d Areas in which they should meet better than at present, he suggests, are funding and financing, regulation, policy leadership and authorities, better integrated data and reporting, institutional products and types and finally educational products and content.<\/span>\u00a0<\/span><\/p>\n Finally, there also seems to be some push back already given the extent of the changes proposed by the interim report. \u201cWhat are the real priorities? How will it be funded?\u201d seem to be amongst the questions being raised.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n An <\/span>earlier VDC News item looked at the discussion paper<\/span><\/a> which preceded the interim report, and was the catalyst for a consultation\u00a0 and submissions process (You can access the submissions received <\/span>here<\/span><\/a>.)<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n Following the release of the Interim Report, the Panel is now inviting interested stakeholders to provide feedback and insights through a submissions process that readers can access <\/span>here<\/span><\/a>. A final report is due in December this year.<\/span>\u00a0<\/span><\/p>\nWhat are the messages for VET?<\/span>\u00a0<\/span><\/h2>\n
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Commentary on the interim report to date<\/span>\u00a0<\/span><\/h2>\n
Next steps<\/span>\u00a0<\/span><\/h2>\n