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 6131A compilation \u2018think piece\u2019 by Hugh Guthrie<\/p>\n
An overview of the proposed skills reform agenda can be found here<\/a>, and there is also a VET reform roadmap<\/a>. And, of course, VET funding reform is very much in the cross hairs of VET policy makers and key stakeholders as part of this picture as is the federal government\u2019s white paper \u2018Working Future: The Australian Government\u2019s White Paper on Jobs and Opportunities<\/a>\u2019.<\/p>\n On 16 October 2023, National Cabinet agreed to a new 5-year National Skills Agreement<\/a> (NSA) to strengthen the vocational education and training (VET) in Australia. The agreed inaugural national priorities under the NSA are gender equality, Closing the Gap, supporting Net Zero transformation, sustaining essential care services, developing Australia\u2019s sovereign capability and food security, ensuring Australia\u2019s digital and technology capability and delivering reforms to improve the regulation of VET qualifications and quality.<\/p>\n There are also a series of skills plan at the state level, for example Victoria\u2019s 2023-24 can be found here<\/a> and South Australia\u2019s here<\/a>.<\/p>\n Most notably, there is an initiative being undertaken by the Qualification Reform Design Group, whose work so far is summarised here<\/a> and which we have already covered<\/a> in this newsletter. It will also be interesting to see what emerges from each of the new Jobs and Skills Councils<\/a> and the ongoing work of Jobs and Skills Australia<\/a>, who have a neat and useful summary on the emerging reform agenda that you can find here<\/a>. We all know that qualification reform is an area that needs a hard look at given consistent concerns over the nature of training packages, their design and quality, and implementation process. If nothing else, there seems to be a mood for greater flexibility in the way qualifications are conceived to enable local and specialised needs to be better met without falling foul to over-prescription and compliance issues.<\/p>\n And let\u2019s not forget the issue of micro credentials<\/a>, for which there is both support and concerns. We have covered extensively in these pages over the last few years. Next issue will take another look at them \u2013 be warned!<\/p>\n Poor completion rates have been an issue in VET for as long as I can remember, and there is a strong desire at present to lift them. A factsheet<\/a> summarises the initiative to improve completion rates and there will be \u201cwork on the National Code and best practice guidance \u2026 in 2024 in consultation with apprentices, employers, industry, unions, TAFEs and training providers, and apprenticeship service providers.\u201d We\u2019ll keep an eye out for that!<\/p>\n As another article<\/a> in this issue shows, foundation skills and their delivery are an important issue in VET, combining as they do English language, literacy and numeracy (LLN) \u2013 including listening, speaking, reading, writing, digital literacy and use of mathematical ideas \u2013 and employability skills. They are therefore a key part of the present reform agenda<\/a> because it\u2019s believed too many people have low levels of them \u2013 especially LLN ones. This impedes their employment and life options. So, this is yet another area we will be keeping an eye on throughout 2024.<\/p>\n These cover the implementation of the revised ASQA standards for RTOs and piloting of these revised standards<\/a> has begun. In addition, all will be keen to know about the moves towards self-assurance<\/a> for RTOs are progressing. One thing that will be critical is a move away from a compliance rhetoric to one that is truly focused on the quality of what VET providers do.<\/p>\n Tied to the quality reforms is the content of the VET workforce blueprint<\/a> which we are still waiting to see. Things are in the works, and there is a steering group<\/a> supporting it, but there is nothing yet in the public domain. However, what we do know is one of the keys to high quality VET is a high-quality workforce with strong vocational currency and pedagogical skills and with good access to a strong and comprehensive program of continuing professional development.<\/p>\n TAFE Centres of Excellence<\/a>, which are nationally networked, are another quality initiative we are keeping an eye on. Their role is to<\/p>\n strengthen capability and capacity of the VET system to provide high-quality and responsive skills training for critical and emerging industries, including the transformation to a net zero economy, sustaining essential care and support services, ensuring our digital and technological capability, and sovereign capability. They will be the exemplars of quality training and learning.<\/p>\n<\/blockquote>\n One thing I have wondered is if there is a role for a generic and networked Centre of Excellence focused specifically on the quality of teaching, learning and assessment. Worth a thought perhaps given the range of individuals and groups within the sector concerned with this fundamental element of RTO quality?<\/p>\n There have been a few of these in the works and a number of the reviews are in the public domain. A number have been quite influential in helping shape VET reforms at the national level, for example the Joyce Review<\/a>. However, there have been others at state and territory level, for example the Macklin Review<\/a> in Victoria. Notably TAFE NSW<\/a> is currently under review. An interim report should be imminent, with a final report due mid this year.<\/p>\n There are moves towards and more joined up tertiary education in Australia and, in particular, the outcomes of the Universities Accord<\/a> process. The interim report<\/a> published by the panel overseeing this review concludes that to successfully tackle our big national priorities, our higher education sector needs to become much, much stronger. For VET, however, the issue is addressed in one of the terms of reference guiding the Accord panel, which seeks to:<\/p>\n Explore possible opportunities to support greater engagement and alignment between the vocational education and training (VET) and higher education systems. In particular, the panel will have regard to the experience of students in navigating these systems and ensuring a cohesive and connected tertiary education system.<\/p>\n<\/blockquote>\n As Jobs and Skills Australia note<\/a>, the Accord\u2019s interim report \u201cidentifies 10 possible system shifts over the next decade. The first listed shift that it envisages is a more integrated tertiary system, with a commitment to access for everyone and achieving significant growth in pursuit of national skills and equity targets. Other shifts identified include for example: the transformation of teaching and learning, with an ambitious commitment to [the] student experience and the use of technology; reskilling and lifelong learning provided though more modular, stackable qualifications, including micro credentials, with full scaffolding of pathways; population parity in participation by 2035; and First Nations at the heart of higher education.\u201d<\/p>\n We have looked at the Universities Accord in VDC News too, see our article on the discussion paper here<\/a>, noting three discussion questions:<\/p>\n There are significant shortages in key trade areas. The VET reform roadmap<\/a> specifically promotes \u201capprenticeships and other employment-based training, including pre-apprenticeships, and undertaking reforms to boost geographic mobility and labour supply.\u201d This includes lifting participation and completion rates. However, there is more to this and that is the diversification of the apprenticeship approach to embrace a broader range of options for employment-based education and training, including those at higher AQF levels and into higher education in order to meet emerging workforce needs \u2013 including the so-called higher apprenticeships (see this article<\/a> by RMIT\u2019s Mish Eastman) and increasing female participation in existing and often male-dominated trades.<\/p>\n VET programs are an important part of senior secondary offerings, enrich the student experience and open a range of post school pathways. There have been a range of reviews of VET in schools, which have \u201craised concerns with VET delivered to secondary students, including:<\/p>\n We\u2019ll keep an eye on what is happening at both the state and national levels around this issue, and some background is provided here<\/a>.<\/p>\nImplementing the new National Skills Agreement.<\/h2>\n
Key VET reforms<\/h2>\n
Qualifications reform<\/em><\/h3>\n
Completion rates<\/em><\/h3>\n
Foundation skills<\/em><\/h3>\n
Quality reforms<\/em><\/h3>\n
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Reviews of the sector<\/em><\/h3>\n
Tertiary sector integration<\/em><\/h3>\n
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Reforms to apprenticeships<\/em><\/h3>\n
And finally, VET in schools<\/em><\/h3>\n
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