Australia’s Vocational Education & Training System and its Links with Secondary Education Growth Strategies for Seco

1. Australia’s Vocational Education & Training System and its Links with Secondary Education Growth Strategies for Secondary Education in Asia Kuala Lumpur 19 September 2005 Dr Wendy Jarvie Deputy Secretary, Department of Education, Science and Training Australia

2. THIS PRESENTATION • Why has Australia developed a strong vocational education and training (VET) system? • How does the VET system work? • Who are its students and whom does it serve? • The links between secondary education and vocational training

3. Why has Australia developed such a strong Vocational Education & Training (VET) system?

4. There are a range of reasons … • Reduce youth unemployment • Provide high skilled labour for a developed economy • University qualifications do not meet the needs of all industries • Re-training and up-skilling • Re-entry to the labour market

5. Having a post-school qualification makes a significant difference

6. More jobs may need VET skills than university qualifications

7. The vocational education and training system

8. Australia is a federation . . of 6 States and 2 Territories: • States and Territories are responsible for education and training

9. The Australian Government has national leadership on VET policy It also provides: • One third funding for the public sector • Funding for specific programs • in particular apprenticeships

10. Statesand Territories “own” most of the VET system • provide around two-thirds of the funding • are responsible for regulating the sector • administer their own training systems • are the ‘owners’ of public Technical and Further Education (TAFE) institutes

11. VET has strong links with the other education sectors Vocational Education & Training HigherEducation Schools • voluntary • education in the general disciplines or as preparation for a professional career • delivery mainly by Universities, which combine teaching and research • compulsory general education to age 15 or 16 (around Year 10) • and • 2 extra years of voluntary senior secondary studies (may be both general and vocational). • voluntary • work related education at the entry-level, technician and para-professional levels • apprentices and trainees • delivery mainly through institutes of Technical and Further Education

12. A national recognition framework links qualifications between the sectors Universities Vocational & Technical Education & Training By sector of accreditation Doctoral Degree Master’s Degree Graduate Diploma Graduate Certificate Bachelor’s Degree Associate Degree Advanced diploma Diploma Vocational Graduate Diploma Vocational Graduate Certificate Advanced Diploma Diploma Certificate IV Certificate III Certificate II Certificate I Schools Senior Secondary Certificates of Education

13. VOCATIONAL EDUCATION AND TRAINING 1,595,200 students in 2004 HIGHER EDUCATION 944,977 students in 2004 SCHOOLS 3,331,964 students in 2004 VET is the largest post-school sector

14. Vocational Education & Training Secondary Education Employment University Education VET is an important pathway between education and employment in Australia

15. Australia’s VET system has a number of key features • A national system • Industry led • Pathways available • Flexible and modular • Competency, not time, based • Focus on apprenticeships • All ages benefit

16. National Training System Governance and Accountability Framework National Skills Framework Australian Qualifications Framework Training Products and Materials Quality Assurance: Australian Quality Training Framework The national VET system: national qualifications & quality plus competition

17. National consistency in quality and training products • National quality assurance and recognition arrangements • Australian Quality Training Framework • National training products • Training Packages • accredited courses

18. Industry plays a key role NATIONAL GOVERNANCE AND ACCOUNTABILITY FRAMEWORK INDUSTRY LEADERSHIP AND ENGAGEMENT NATIONAL SKILLS FRAMEWORK Advice to Ministerial Council Input to planning & policy development Input to national research and analysis priorities National Industry Skills Council Industry Skills Councils Action Groups Determine basis for training standards – competencies Input to Training Packages & qualifications Input to recognition, accreditation & regulation

19. Training is Competency Based • Time based training ≠ competency level attained • Training Packages • 75 Training Packages nationally • cover 80% of the workforce • outcomes determined by industry

20. Endorsed National Competency Standards Assessment Guidelines National Qualifications Training Package Support Materials Professional Development Materials Learning Strategy Assessment Materials Training Packages are the foundation of the system

21. Australia’s VET system performs well

22. VET Students

23. Self developers 23% New Apprentices Employment seekers 37% 4% 5% labour market entrants 17% job seekers 14% self-employed 11% career changers skill improvers 9% personal developers 28% 7% basics 5% bridgers Career improvers 40% Students choose VET for a variety of reasons

24. A good spread of ages participates

25. Students learn and train in many locations • TAFE and other Government providers • Commercial training providers • Adult and community education organisations • Enterprises • Secondary schools

26. … across a range of industries

27. VET participants are diverse 1.6 million students undertook training: - Male – 834,500 (52%) - Female – 760,700 (48%) • 50% undertook short, focussed programs • 89.4% undertook part-time training • 382,400 were New Apprentices • 211,828 students undertook VET in Schools

28. Links between secondary schools and vocational and technical training

29. Many reasons for offering VET in secondary schools . . • Make school more attractive for the 70% of students who will not go on immediately to university. • strong commitment to general education in schools • balance this with more employment-related curriculum • Support disengaged young people and those at risk of leaving early • need for alternative pathways between school and employment • meet specific industry needs in key locations

30. Nearly 60% of school leavers go into training or employment

31. Three ways to study VET subjects in secondary school • VET in Schools • School-based New Apprenticeships • Australian Technical Colleges

32. What is VET in Schools? • programs undertaken by school students as part of the senior secondary certificate • provide credit towards a nationally recognised VET qualification • training that reflects specific industry competency standards • delivered by a Registered Training Organisation

33. There is significant involvement • 49 per cent of school students • Across 95 per cent of schools

34. All school types are involved

35. Students encounter a range of industry training

36. School-Based New Apprenticeships incorporate employment • Based on a formal arrangement with an employer • Opportunity to gain a recognised VET qualification in conjunction with completing a senior secondary certificate. • Participating as a full-time student and a part-time employee.

37. Darwin Townsville Pilbara Gladstone North Brisbane Gold Coast Lismore/Ballina PortMacquarie Whyalla/PortAugusta Dubbo Gosford Hunter Illawarra WesternSydney Perth Adelaide Bendigo Queanbeyan Sunshine Eastern Melbourne Bairnsdale/Sale Warrnambool Geelong NorthernTasmania New technical secondary schools aim to meet particular industry and region needs

38. School/VET links are central to the new National Training System Principles • Industry and business needs must drive training policies, priorities and delivery • Better quality training and outcomes for clients must be assured • Processes should be simplified and streamlined • Young people must have opportunities to gain a range of skills that provide a foundation for their working lives • Training opportunities need to be expanded in areas of current and expected skill shortage