Transcript Slide 1

CEET Conference 2012
Social Inclusion and VET in a Patchwork Economy
Virginia Simmons A.O.
Overview
•
•
•
•
Introduction
Social Inclusion - the Tasmanian Context
The Challenges of Tasmania’s Economy
Background to the Review of Public Sector
VET in Tasmania
• Strategies for Social Inclusion
1. INTRODUCTION
Tasmania is a small, beautiful and remote part of the world with unique
features and rich natural resources that the world increasingly values
Tasmania’s Economic Development Plan
Social Inclusion
Since 2007 the Australian Government has had an explicit social
inclusion policy to:
• improve the quality of essential government services,
particularly in areas such as education and training,
employment, health and housing
• ensure that those services work more effectively in the most
disadvantaged communities
• develop partnerships between governments, businesses, notfor-profit organisations and the community and engage
disadvantaged communities to help find solutions to address
their particular needs
Labour force participation is seen as key to improving social
inclusion
National VET Policy
National Agreement for Skills and Workforce Development
Clause 4
The Parties are committed to increasing the level of workforce
participation and providing the support an individual
experiencing disadvantage or disengagement (including young
people), may need towards gaining skills that lead to
employment or other meaningful engagement in society. This
includes consideration of strategies and performance indicators
to ensure the needs of students with additional needs, including
those with disability, are addressed. Critical to achieving this are
partnerships between enterprises, employment service
providers, community and government as well as better
integration of services at the local level.
National VET Policy
National Agreement for Skills and Workforce Development
Clause 5
The Parties are committed to addressing the issue of social
inclusion, including responding to Indigenous disadvantage. That
commitment is embodied in the objectives and outcomes of this
agreement. In addition, the Parties have agreed other objectives
and outcomes – for example, in the National Indigenous Reform
Agreement – which the Parties will pursue through the broadest
possible spectrum of government action. Consequently, this
agreement will be implemented consistently with the objectives
and outcomes of all National Agreements and National
Partnerships entered into by the Parties.
Social Inclusion and TAFE
There is currently considerable despondency among
TAFE institutes nationally about the future of public sector
VET, including its capacity to contribute to social inclusion.
“TAFE is a
sheltered
workshop”
“TAFE is just like
the old SEC”
Senior Victorian
bureaucrat
Senior South Australian
official
PRIVATISATION
BUDGET CUTS
“Wake up! The days
of the professional
educator in VET are
over”
Senior industry leader
COMPROMISED QUALITY
TAFE is ‘just another provider’, with no particular social role to fulfil.
SEC – State Electricity Commission
2. SOCIAL INCLUSION –
THE TASMANIAN CONTEXT
Socio-Economic Status
PROPORTION OF USUAL RESIDENT POPULATION IN EACH SOCI-ECONOMIC DECILE BY STATE
DECILE
ACT
NSW
NT
QLD
SA
TAS
VIC
WA
GRAND
TOTAL
1
0.1%
6.0%
0.2%
5.6%
12.8%
21.7%
4.9%
3.7%
6.2%
2
0.1%
7.9%
3.3%
9.7%
13.2%
18.6%
7.5%
5.1%
8.4%
3
0.0%
9.1%
4.9%
7.2%
12.4%
9.3%
7.7%
6.8%
8.2%
4
0.0%
7.4%
1.7%
8.2%
9.7%
8.1%
7.2%
6.6%
7.5%
5
0.0%
6.9%
16.1%
6.8%
6.2%
6.8%
9.5%
7.5%
7.5%
6
0.9%
7.7%
10.2%
7.4%
6.8%
5.8%
7.3%
11.1%
7.7%
7
1.0%
7.8%
6.6%
10.4%
10.6%
8.0%
10.1%
12.1%
9.4%
8
6.0%
10.4%
25.8%
17.4%
13.4%
11.3%
11.3%
11.2%
12.3%
9
43.2%
11.6%
22.3%
15.5%
8.6%
6.9%
18.6%
16.4%
14.8%
10
48.6%
25.3%
8.9%
11.8%
6.4%
3.6%
16.0%
19.5%
18.1%
TOTAL
100%
100%
100%
100%
100%
100%
100%
100%
100%
Source: Skills Tasmania Analysis based on 2006 Census Data ABS: Cat 2033.055.001
Educational Attainment
Highest Educational Attainment 15-64 Yrs
ABS Survey Education and Work
39.0
45.0
35.0
22.2
23.1
20.6
20.5
20.4
19.7
17.4
Tas '11
6.2
7.9
6.3
7.4
5.8
6.9
Aust '11
1.2
1.0
1.3
0.8
5.0
0.0
HE - Bachelor
degree or higher
Source: ABS
A/Diploma
Certificate III/IV
Aust '05
Tas '09
15.0
13.5
15.1
20.1
6.1
10.0
Tas '05
Aust '09
7.9
6.6
8.7
7.3
9.1
15.0
16.1
15.5
14.7
15.3
20.0
17.1
19.6
25.0
18.5
23.0
23.7
27.0
30.0
33.7
34.8
40.0
Certificate I/II
Year 12
Year 11
Year 10 or below
Qualifications
PROPORTION OF PERSONS WITH YEAR 12 COMPLETION
OR CERTIFICATE II LEVEL OR ABOVE
State/Territory of Residence
15-64 age group
New South Wales
70.8
Victoria
71.0
Queensland
68.9
South Australia
65.6
Western Australia
98.6
Tasmania
60.6
Northern Territory
65.2
A.C.T.
81.9
AUSTRALIA
69.8
Source: Table 1.8, Education and Work, May 2008; ABS: Cat 6227.0
3. THE CHALLENGES OF TASMANIA’S
ECONOMY
Labour Market Participation
Tasmania’s population  500,000
Tasmania’s working age population >15yrs  400,000
150,000 not in
labour market
250,000 in labour market = those
in work or looking for work
Not participating =
40%
Participating =
60%
Who are these
150,000 not
participating ?





 20,000
unemployed

50,000 over 70 yrs
45,000 domestic duties
20,000 students
24,000 marginally attached
6,000 interested in work
at a later time
 230,000 employed
Unemployment Rates
AUGUST 2012
Labour Force Region
Australian Capital Territory
Western Australia
Northern Territory
New South Wales
Victoria
South Australia
Queensland
Tasmania
Unemployment Rate
3.6
3.9
4.2
4.8
5.6
5.7
5.9
6.8
Source : ABS Labour Force Survey. Seasonally adjusted data except for Northern Territory and
the Australian Capital Territory which are trend data.
Labour Productivity
Estimated Labour Productivity
Tasmania
Australia
2005-6
59.4
66.2
2006-7
60.9
67.6
2007-8
58.4
66.4
2008-9
59.5
67.2
2009-10
62.3
68.5
2010-11
61.6
67.7
GSP/GDP per hour worked*
* All years expressed in 2009-10 price levels
Source: estimated from ABS labour Force 6291.0 and State Accounts 5220.0
4. BACKGROUND TO THE REVIEW OF
PUBLIC SECTOR VET IN TASMANIA
The Review
• In 2009, the former ‘TAFE Tasmania’ split into two
entities, each with different missions and functions
• In a small state and for other reasons, this had mixed
results:
─ some notable examples of success and innovation
─ mostly confusion, fragmentation, waste, unproductive
competition, patchy quality and stakeholder disengagement
• A review was commissioned by the Minister for
Education and Skills in late 2011
• The Report was handed down in April 2012
• Implementation is currently underway
Approach
• Outcomes from broad-based consultation about
what will work best for Tasmanian circumstances
─ 20+ consultations with c.a. 300 individuals
─ 41 organisational and 32 individual submissions
AND
• Ensuring Tasmania is positioned in the national
context:
– National Partnership Agreement ($39.1m COAG funding at
stake over 4 years)
– the emerging tertiary landscape
Outcomes/Issues
•
•
•
•
•
•
Renewed image and identity for VET in Tasmania
Vision for the future of public sector VET
Reform of the legislative framework
Single entity public provider
Formalised network of secondary level RTOs
Strategic partnership with UTas: one TAFE/one university
state
• Clear policy framework for adult and community
education
• Strategies to ensure sustainable provision of VET in rural
and remote areas
5. STRATEGIES FOR SOCIAL INCLUSION
Priorities
• Improved employment / labour market
participation / productivity
• Pathways to Higher Qualifications
• Provision in rural and remote areas
TasTAFE: Relationships
ADULT &
COMMUNITY
EDUCATION
Formal
Network
R31-38
COLLEGES/
SCHOOLS
Clear Policy Framework
R43-48
TasTAFE
Participation/
Attainment
Strategic
Partnership
R39-42
HIGHER
EDUCATION
(UTas)
Productivity/
Work Readiness
Coordination
P.35
PRIVATE
RTOs
INDUSTRY
BODIES
Industry
Advisory
Bodies/
Mentors
INDIVIDUAL
ENTERPRISES &
WORKPLACES
Vision for Public Sector VET
Recommendation 3
The Tasmanian Government, as owner of the
public VET system, consider articulating a vision
for its future that is communicated to the
Tasmanian community
Legislative Framework
Recommendation 4
All aspects of VET governance, delivery,
administration and co-ordination be covered by
a single, contemporary and aspirational piece of
legislation and the objects and provisions of the
legislation be written so as to ensure all
components of public sector VET are working
towards a common goal.
Rural & Remote Areas
Recommendation 49
Measures be developed to ensure a sustainable
level of provision in rural and remote areas
consistent with demand and communicated to
the communities concerned.
VET in Schools/Colleges
Recommendation 31/34
DOE host a structure to enable ongoing liaison
between a formalised network of providers of
VET in schools/colleges and the new single
entity …..
VET & Higher Education
Recommendation 39
A forum be created to enable the new entity
and University of Tasmania to develop a formal,
multi-dimensional and strategic partnership
with the aim of becoming a model for Australia.
VET Act: Draft Objects
The objects of this Act are to ensure that Tasmania has a system
of vocational education and training and other skills
development that:
1. builds Tasmania’s future economic and social prosperity
2. ensures Tasmania has a highly skilled workforce that meets
the current and future skill needs of Tasmanian businesses,
industries, communities and individuals
3. is directed by government policy informed by industry advice
about training required to meet current and future skills
needs of the Tasmanian economy
4. provides individuals with skills and qualifications necessary to
commence and continue in the workforce and to participate
society
Draft Objects (contd)
5. develops skills of employers and employees, including
apprentices and trainees, that will increase productivity
6. provides high quality, innovative and nationally recognised
vocational education and training, delivered through a wide
range of delivery models
7. supports learners throughout their working life to move
between schools-based education and training, higher
education, other education, vocational education and
training and employment
8. works collaboratively with other education sectors and in
partnership with employers
9. ensures that public training providers are responsive to the
needs of individuals, employers and industry, and operate
effectively and efficiently in a managed training market.
TasTAFE: Draft Functions
(a) to provide quality vocational education and training (including to
entitled persons) leading to nationally recognised skills and
qualifications
(b) to provide foundation skills training leading to accredited
qualifications
(c) to provide other forms of accredited education and training as
approved from time to time by the Minister
(d) to develop, in consultation with industry, models for the provision
of vocational education and training to employed persons for the
purposes of developing skills including addressing skills shortages in
the workforce
TasTAFE: Draft Functions
(e) to collaborate with employers in the development of skills
needed to improve workforce productivity and to advance the
Tasmanian economy
(f) to provide vocational education and training in areas of
government policy or priority for delivery in rural and remote
communities or where there is demand that is less effectively
catered for by other training providers
(g) to provide services for students and employers from the working
age population in relation to the provision of education and
training for the purposes of developing skills in the current and
future workforce
TasTAFE: Draft Functions
(h) to consult with and where practicable enter into partnerships with
other education providers to deliver vocational education and
training
(i) to collaborate with schools-based education and training, higher
education providers and in partnership with employers to support
learners to move through education and training to employment
(j) to advise the Minister of any significant development relating to the
provision of vocational education and training
(k) deliver any other function of TasTAFE under this or any other Act.
Summary
Australian Government policy on
social inclusion emphasises:
Tasmania’s reforms reflect this
policy through:
• Improved quality of essential
government services,
particularly education training
and employment
• Ensuring these services work
effectively in disadvantaged
communities
• Developing partnerships to find
solutions to address particular
needs
• Improved labour market
participation
─ A Vision for public sector VET
─ New legislative framework
─ Strategies to maintain provision
in rural and remote areas
─ Formal structure for ongoing
liaison with network of
secondary level RTOs
─ Partnership with Higher
Education
─ VET Act draft Objects
─ TasTAFE draft functions