Transcript Slide 1

CB Engineering Apprenticeships
MESAB PROJECT
• OTTE funded to advise training system
stakeholders of industry agreed system.
• Presentations to TAFE providers, GTCs,
NACs.
• Brochure - content agreed by OTTE,
Employer Associations and Unions.
Drivers of Change
 Council of Australian Governments (COAG)
• removal of reference to time in apprenticeships,
• completion based on achievement of competency units.
“Apprentices be certified as competent by a State or
Territory Training Authority without the need to make a
special application when they have demonstrated
competence to industry standards:
• through the amendment of training legislation and
administrative procedures where necessary; and
• by removing references to fixed duration from awards
and legislation in all jurisdictions where such awards
prevent early sign off based on competency.”
Drivers of Change
 Victorian ‘Maintaining the Advantage’ Policy
• Vic Govt and Industry to accelerate apprenticeship completions.
 Victorian Inquiry into VET
• DET negotiate with Industry to implement competency based rather than
time-served apprenticeships - to be linked with strengthened QA and
auditing, and dispute resolution process.
• Metal, Engineering & Associated Industries Award
• competency based progression and completion of apprenticeships
• increased apprenticeship wages depending on level of schooling
achieved
• Stage 1 – entry
• Stage 2 – on completion of 25%, or 12 months (whichever earlier)
• Stage 3 – on completion of 50%, or 12 months (whichever earlier)
• Stage 4 – on completion of 75%, or 12 months (whichever earlier)
• progress and completion is by agreement between TAFE provider,
employer and apprentice.
Key Components of System
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record keeping = TAFE
assessment decisions = TAFE (employer confirmation)
TAFE responsibilities on training contract unchanged
sign-off of trade training pgm = completion of apprenticeship
improved communication arrangements critical
advice to employers when apprentices moving to the next stage
‘show cause’ dispute resolution process (assessment evidence
critical)
• State Training Authority and Industry to agree on audit measures
Ideal Scenario ?
• TAFE providers and a STA that is working towards
growing the apprenticeship system and in particular,
engineering trades
• great TAFE communication processes with employers
and potential apprentices – email, letters, third parties,
log books, visits, marketing, apprentices
• a TAFE training service that allows business to remain
the top priority rather than a ‘institute timetable’
• flexible trade programs that allow non-traditional
employers to use the apprenticeship system
• teachers that know and routinely deal with their clients
(employers)
Dissenting Views?
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“…trades have been shortened…”
“…trades are now 3 years…”
“…there is now less funding…”
“…it is de-skilling trades…”
“…employers don’t want this…”
“…TAFEs need more money …”
“…current OTTE funding model is a barrier…”
“… TAFE look after off-job only…”
• some TAFEs need central guidance, pro-formas, independent 3rd
parties, and are unhappy with new requirements.
Industry has placed its faith in TAFE providers!
Summary
• changes driven by COAG and peak Industry
representatives
• changes designed to attract apprentices (higher starting
pay for higher school levels, progress through pay rates
and early completion based on extra effort)
• changes designed to allow employers a greater say on
what, when and how
• the integrity and regard for apprenticeships needs to
increase through this process