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Funding VET for Social Inclusion Gerald Burke CEET Conference Ascot House 28 October 2011

Funding VET for Social Inclusion Gerald Burke CEET Conference Ascot House 28 October 2011. Skills and participation in work. Low labour force participation of those with low literacy and numeracy and without qualifications Consequence Inequalities Exclusion

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Funding VET for Social Inclusion Gerald Burke CEET Conference Ascot House 28 October 2011

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  1. Funding VET for Social Inclusion Gerald Burke CEET Conference Ascot House 28 October 2011

  2. Skills and participation in work Low labour force participation of those • with low literacy and numeracy and • without qualifications Consequence • Inequalities • Exclusion • Compounds problems of ageing

  3. Employment by qualificationMales 25-64 Australia May 2010

  4. Employment by qualificationFemales 25-64 Australia May 2010

  5. Numeracy level by employmentpersons 25-59 Australia 2006

  6. Wanting to workAustralia September 2010

  7. Policies: More training, more inclusive, better focused and better used • Lift quality of VET sector in teaching and assessment • Skills deepening: lift in qualifications • Core skills, literacy and numeracy - for less advantaged • Additional cost per student for less advantaged • VET and higher education system expanded – 3% p.a • Better planning of specialised occupations, lessen shortages • Workforce development to reduce under use of skills

  8. What funding is needed for less advantaged? Skills Australia 2011 Skills for Prosperity • Targeted programs for lower socioeconomic status students. We recommend that additional funding of $60 million commencing in 2012–13, increasing progressively to S493 million annually by 2020, be provided to support needs of vulnerable learners. These programs will assist in delivering more personalised learning as well as the better integration of language, literacy and numeracy • An expansion of foundation skills programs in workplaces and for the unemployed • Extending the student assistance Start-up Scholarship to VET students.

  9. What is happening to funding and students? • Funding per hour • 2006 to 2010 revenues • Forward estimates by Commonwealth and Victoria • Sharp jump in students in 2010

  10. Government expenditure per hour of training

  11. VET students, hours, providers (NCVER data)

  12. VET revenues (excluding private finance to private providers)

  13. Australian government forward estimates VET related $ million CEET

  14. What is happening to quality? Productivity Commission 2011 Caring for older Australians Strategic Review of the Student Visa Program 2011 (Knight report) Queensland Post-secondary Education and Training Review 2011 (Noonan report) Newspaper reports Skills Australia recommendation

  15. Skills for prosperityRecommendation 13: Implementation of mandatory external validation of assessment That Australian governments agree to: • reform the Australian Quality Training Framework to include implementation of mandatory external validation of providers’ assessments, both on and off the job • incorporate the requirement for registered training organisations to undertake external validation as a feature of the next intergovernmental resourcing agreement for the sector CEET

  16. References Skills Australia 2010, Australian Workforce Futures www.skillsaustralia.gov.au/publications.shtml#workforce-futures Skills Australia 2011, Skills for prosperity, a roadmap for vocational education and trainingwww.skillsaustralia.gov.au/PDFs_RTFs/SkillsProsperityRoadmap.pdf Australian Treasury 2010, Australia to 2050 The Intergenerational Report www.treasury.gov.au/igr/igr2010/ ABS 2008, Adult Literacy and Life Skills Survey www.abs.gov.au/ausstats/abs@.nsf/mf/4228.0

  17. AgeingAustralian Treasury, Intergenerational report 2010

  18. Numeracy levels Level 1 • Tasks in this level require the respondent to show an understanding of basic numerical ideas by completing simple tasks in concrete, familiar contexts where the mathematical content is explicit with little text. • Tasks consist of simple, one-step operations such as counting, sorting dates, performing simple arithmetic operations or understanding common and simple percents such as 50%. Level 3 • Tasks in this level require the respondent to demonstrate understanding of mathematical information represented in a range of different forms, such as in numbers, symbols, maps, graphs, texts, and drawings. Skills required involve number and spatial sense, knowledge of mathematical patterns and relationships and the ability to interpret proportions, data and statistics embedded in relatively simple texts where there may be distractors. • Tasks commonly involve undertaking a number of processes to solve problems

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