Transcript Slide 1

VET Reform & Group Training
Rod Camm
Chief Executive Officer
GTA National Conference
13 November 2014
• State of the Training Market
• Where is Group Training?
• Key Policy Issues
So What Has Changed?
Then…
Now…
Mobile is not simply another device…mobile is the manifestation of a much
broader shift to new systems of engagement…
Source: Forrester (Jan 2013)
Success in a Connected World
Today everyone is demanding real-time, multimodal access
to social, entitled and public data sources and services.
Lies Damn Lies and Statistics
Total Operating Expenditures by State, 2008 – 2012
3000
2500
Dollars (Million)
2000
1500
1000
500
0
2008
2009
2010
2011
2012
NSW
Vic.
Qld
WA
SA
Tas.
NT
ACT
Non – TAFE Students by State 2009 – 2013
350
300
250
Students ('000)
200
150
100
50
0
2009
2010
2011
2012
2013
NSW
Vic.
Qld
WA
SA
Tas.
NT
TAFE and Other Gov Students By State, 2009 – 2013
500
NSW
Vic.
Qld
WA
SA
Tas.
400
Students ('000)
300
200
100
0
2009
2010
2011
2012
2013
Commencements 12 months 31 December by State and Territory
100.0
90.0
80.0
70.0
‘000
60.0
50.0
40.0
30.0
20.0
10.0
0.0
NSW
Vic
Qld
Source: NCVER Apprentices and trainees 2013 – annual
SA
WA
Tas
NT
ACT
Quarterly Commencements
Source: NCVER Apprentices and trainees – Early Trend Estimates June 2014
Apprentices and Trainees
Source: NCVER Apprentices and trainees – June Quarter 2014
1966-2013: In-training & Unemployment Rate
Source: ABS 6202.0 - Labour Force, Australia, Apr 2014,
Apprentices and Trainees, March 2014
Completion Rates – Trades
Source: NCVER Apprentices and trainees – March 2014 estimates,
unpublished
Completion rates – Non-trades
Source: NCVER Apprentices and trainees – March 2014 estimates,
unpublished
VET Students in Australia
Source: Historical time series of VET in Australia since 1981 (2013)
VET Students by State and Territory
Source: Historical time series of VET in Australia since 1981 (2013)
Research Findings
Estimated completion rates using Markov chain approach.
Employer Type
Completion Rate (%)
N
Private
49.1
160 270
Group Training
52.0
28 417
Government (excluding Defence)
77.6
5 626
Government (Including Defence)
80.3
7 925
Source: Karmel and Roberts (2012), Table 2
Main reasons for not completing an apprenticeship, 2008 and 2010,
trade occupations
Main reason for not completing an apprenticeship
Did not get on with boss or other people at work
Did not like the type of work
Other reasons
Personal reasons1
Left job or changed career
Lost job or made redundant
The pay was too low
Was not happy with the on-the-job training
Not happy with the job prospects in the industry
Got offered a better job
Apprenticeship/traineeship cancelled or discontinued
Poor working conditions
Changed to another apprenticeship/ traineeship
Left to study elsewhere
Found the study too difficult
Was not happy with the off-the-job training
Total
Notes:*indicates that the estimate has a relative standard error greater than 25% and therefore should be used with caution.
The table is sorted by the main reason in 2008.
1 ‘Personal reasons’ includes the following: family reasons, illness, lack of time, moved, problems with travelling/transport.
Source:Apprentice and Trainee Destinations Survey (NCVER 2010, p.10).
2008
(n = 429)
(%)
2010
(n = 1154)
(%)
16.2
10.2
10.2
10.0
9.4
8.9
8.7
5.4*
3.6*
3.3*
3.2*
3.1*
3.1*
1.9*
1.4*
1.4*
100.0
10.2
8.3
1.5*
15.7
12.5
26.8
4.7
1.9
4.2
2.2
3.8
3.1
1.1*
0.8*
1.6
1.6*
100.0
Research Findings
• Karmel & Roberts (2012) found that GTOs had slightly higher
completion rates than private employers, but the difference is
marginal.
• Further research of this phenomena is required as most GTOs have
employer characteristics associated with higher employment:
• Larger, experienced employers with well organised systems, offer
varied work, strong recruitment policies, administration and pastoral
care
• Government employers achieve completion rates that are up to 30
percentage points higher than completion rates of private or GTO
employers
Research Findings
• Greater support for apprentices is needed to improve
completion rates
• Between 10 and 15 per cent of all commencing apprentices are
employed with GTOs.
• The GTO method of employing apprentices is becoming
increasingly important as individual employers have become
more reluctant to commit themselves to employ and train
apprentices for up to 4 years.
Key Policy Issues
•
•
•
•
•
•
National framework
Entitlement (s)
Contestability
Quality
Role of industry
Training products
Longer Term Issues
•
•
•
•
•
Participation
Productivity
Youth transitions
Aspirations
Indigenous
Help
employers
and workers
adjust to
technology
and market
changes
Skills Framework
Acticipate
future skills
needs (Build
competencie
s for the
future)
Framework to link skills development to gains in productivity,
employment and economic development
Match
training to
needs of
employers
Maximise
access to
quality
Vocational
Education
and Training
Source: A skilled Workforce for Strong, Sustainable and Balanced Growth: A G20 Training Strategy, International Labour Office, November 2010
Why We Need Quality
Why We Need Quality
• Variety of options for achieving qualifications has led to
uncertainty about integrity of qualifications awarded
• Reassure consumers of learning that qualifications and skills
gained will be valued in labour market
• Reassure employers of the value of a qualification
• Give credit for qualifications gained in other systems
• Increase transparency, portability and mutual recognition of
qualifications across jurisdictional borders
• Meet government accountability requirements
Rick-Based Approaches
Self Assessments
Self Assessments
• Generally pre-cursor to external review
• Labour intensive, need to include or provide access to data on
participation and outcomes
• External auditors or inspections use data to undertake risk assessment,
and criteria for audit
• Provider describes how it has fared against criteria
• Auditors or inspectors make on-site visits
• Peer review processes used to support self-assessment (UK, Finland)
• Publication of data may change how providers approach the exercise
Regulator suspends or
cancels registration
Regulator applies progressively stronger
sanctions
Regulator conducts formal investigation into breaches
and complaints
Regulator monitors activities via communications, site visits, agreed
compliance actions
Regulator educates and supports via good guidance material, advisory services.
educational events, quality awards
Source: Based on Australian Government, 2012: Australian Charities and Not for Profit Commission website, Taskforce
Implementation Report, and concepts of responsive regulation from Valerie Braithwaite and Melcolm Sparrow.
The Quality Stamp