Trade Training Centres in Schools Program

1. Trade Training Centres in Schools Program

2. COAG – a new era of cooperation • “workhorse of a nation” • An end to the blame game • Underpinned by a common commitment to clear goals and genuine partnership • Common framework for educational reform – a key step in the Education Revolution

3. Working towards common goals • COAG agreed to: • lift Year 12 rate to 90 percent by 2020; • halve the gap for Indigenous students in reading, writing and numeracy within a decade; • at least halve the gap for Indigenous students in Year 12 attainment rates by 2020; • all secondary schools have access to Trade Training Centres.

4. Transforming the education system – the Education Revolution • Significant, long term and ongoing reforms across all aspects of education. • Changing the way we think about teaching and learning. • To achieve quality, world-class outcomes for young people. • The Trade Training Centres in Schools Program (TTCSP) is an important element.

5. Productivity and participation need to drive the reform agenda • Australia needs highly skilled, educated and adaptable workers. • Will boost productivity and increase workforce participation.

6. TTCSP - One element of a bigger agenda • National curriculum • Digital education revolution • Job ready certificate • Mentors for our students

7. TTCSP One element of a bigger agenda Job Ready Certificate Trade Training Centres in Schools Program Mentors for our students National Curriculum Digital Education Revolution

8. Context – consider the numbers • In 2005 • 182,919 students were enrolled in VET in Schools programs • of these, 68% undertaking Certificate II and 7% undertaking Certificate III • 139,012 VET in Schools students completed at least one VET unit of competency/module - this represents 28% of school students overall.

9. Parental attitudes are changing • Would parents consider an apprenticeship for their eldest child? In 2003 - 41.0 per cent “yes” In 2007 - 54.3 per cent “yes” • Almost two-thirds of parents of children at government secondary schools (59.7 per cent) said that they would like their eldest child to start an apprenticeship while still at school.

10. Program ties in closely with the productivity agenda • The aim of the TTCSP is: • to increase the proportion of students achieving Year 12 or an equivalent qualification; and • to help address the national skills shortage in traditional trades and emerging industries.

11. Program Priorities • Regional skills hubs and joint facilities in urban areas • Links to existing infrastructure • Support Indigenous students and students from rural, regional and disadvantaged communities • Pathways to Certificate III or above qualifications • Engage with local industry and the school community • Complement and build on existing programs

12. Consultation for the best possible Program design • Strong model of consultation • The consultation process included: • Discussion Paper released in Feb 2008; • public forum and multilateral discussion; • bilateral discussions in all States with stakeholders.

13. Program design reflects stakeholder feedback • Greater flexibility and collaboration in delivery of trade training. • Responding and aligning training needs to skill shortages. • Increasing availability of quality placements and work experience. • Meeting costs of providing high quality VET in schools • Embed employability skills in vocational learning.

14. Emphasis on collaboration not duplication • Building on and complementing other Commonwealth and State or Territory programs. • Utilise and build on existing infrastructure without duplicating existing facilities. Not all Trade centres will be in schools. • Requirement for ongoing industry and community engagement plans.

15. Opportunity for stakeholder involvement • Schools as a consortium which could include: • A cluster of secondary schools seeking to share a facility; or • A single secondary school, or cluster, working in partnership with Registered Training Organisation, Group Training Organisation or other bodies. • Flexible arrangements • where TAFE/RTO staff provide the off-the-job training to students in a Trade Training Centre located on school premises; or • where some modules of training are undertaken on the RTO’s premises • Partnerships • between schools (government and non-government) and with industry, employers and the training sector where proposals for regional skills centres or share facilities are being developed

16. High quality trade training and student support • ensure training is delivered by appropriately qualified trainers/teachers. • meet industry requirements regarding quality • on-the-job experience. • provide effective on-the-job learning environments, high quality assessments, and recognition of prior learning.

17. Additional issues raised by stakeholders • Impact on current VET teacher workforce • Teacher shortages • Opportunity to utilise skill set already in place cross collaboration to achieve mutual aim

18. Strong interest in program • All schools invited to apply • Dedicated State and Territory support units • Website: • 32,365 page views • 9,122 visits • Program Guidelines viewed 4243 times • Application Guide viewed 538 times • Sample application form viewed 323 times • Expression of Interest form viewed 207 times http://www.tradetrainingcentres.deewr.gov.au Hotline: 1300 363 079