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This report is prepared in accordance with the legislative requirements of the Skilling Australia's Workforce Act 2005 and includes an assessment of the performance of the national training system during the year. The report provides detailed information on the operation of the national system, its achievements and challenges, and the outcomes achieved for the system’s clients. This report covers the 2005 calendar year and is presented in four sections. Section 1: 'Introduction and context' provides an outline of the report, describing the economic and social context for the national training system during 2005, and outlines the major components of the national training system. Section 2: 'Performance of the national vocational education and training (VET) system in 2005' contains an analysis of the system's performance in 2005 against agreed key performance measures. Section 3: 'Annual national priorities for 2005' reports the achievements and outcomes against the annual national priorities for 2005, and is underpinned by examples and achievements of the state, territory and Australian governments. Section 4: 'Appendices' provides time-series statistical tables on the national training system's performance and includes information on the data sources used as well as additional state and territory data. Show less

This report contains the key points from a research paper (indexed at TD/TNC 89.190) of the same title commissioned by the Minerals Industry National Skills Shortages Strategy (NSSS) and funded by the Department of Education Science and Training (DEST). The research resulted from the recommendations of an earlier paper titled ‘Prospecting for skills: the current and future skill needs in the minerals sector’ (indexed at TD/TNC 83.200), which aimed to provide research evidence on the current and future skill needs of the minerals industry. This current research aimed to determine what, if any, barriers to employment and training exist in the Australian minerals industry by examining issues that affect the training of apprentices and trainees. The study revealed that there are a number of fast-track models already available under the competency-based approach to training and skills progression. It is recommended that employers make full use of these models for early completions. Also highlighted is the need for training contracts to be flexible to provide for learners who have the capacity or experience for fast-tracking and for those who need additional time and support. Some of the time durations in some trades need reviewing to ensure that they still meet industry requirements. The study found that there are very few structural barriers to addressing the challenges to employment and training of traditional apprentices and trainees in the minerals industry. Significant progress has been made by the industry in providing innovative solutions to attract, train and retain apprentices and trainees. Based on the findings, strategies to reduce barriers and increase the uptake and completion of traineeships and apprenticeships are recommended, including: industry to further embrace fast-track options and to continue to support such options for the completion of apprenticeships; continued promotion of apprenticeships and traineeships to existing workers to actively engage in recognition of prior learning (RPL); promotion of the industry and career options available through apprenticeships and traineeships; continue to work with Indigenous communities, to ensure access and participation is enhanced; liaise with Federal and State Governments in exploring strategies for making the delivery of training more ‘flexible’; work with Federal and State Governments to support and enhance systems relating to RPL assessments; work with Federal and State Governments in reviewing nominal term durations for apprenticeships; and increase industry participation in school-based apprenticeships and traineeships. Show less

The vocational training and education system faces a number of complex challenges as it meets the goals of the National Reform Agenda. There will be an increased demand for higher level skills and to provide appropriate training opportunities for unqualified adults. The community education and training sector will play an important role in achieving the outcomes of the Reform Agenda. The Ministers of Vocational Education and Training (VET) have been asked by the Council of Australian Governments (COAG) to report in November 2006 on how the vocational education and training system can be improved to meet the challenges of the next decade and beyond. This discussion paper seeks to contribute to this process by addressing the following questions: (1) What challenges does the National Reform Agenda pose for the VET sector?; (2) What role does community education currently play in VET?; (3) Where might community education fit in the coordinated response to National Reform?; and (4) What actions might governments take to achieve this?

Published summary reprinted by permission of the copyright owner. Show less

As part of the New Apprenticeships Support Services, there are defined requirements in regard to the monitoring and performance perceived necessary to build on previous experience and achieve an effective balance between accountability and continuous improvement aimed at improving service quality and outcomes for clients. The purpose of this paper is to offer proposals for discussion for a performance reporting and quality assurance framework for New Apprenticeships Support Services for the third contract period from 1 July 2003 to 30 June 2006. Key performance indicators are suggested and discussed and administrative, business and service requirements are noted. Show less

This is the fourth in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved not only in 2004 but also over the period of the 2001-2004 funding quadrennium. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. Most of the 2004 national benchmark testing results for Indigenous students are better than previous years, yet there are still areas, especially numeracy, where there has been little improvement. There has been an increase in the numbers of Indigenous enrolments in preschools from 2001 to 2004. However, results in the schooling sector were mixed. Whilst there was an overall 17% increase in Indigenous enrolments since 2000 indicating more Indigenous students participating in schooling, there has been little improvement in overall attendance rates during the quadrennium. Indigenous apparent retention rates were variable and only one of the four grade progression ratios improved in 2004. Overall Year 12 enrolments increased by 22% during the 2001-2004 quadrennium. VTE continues to provide an important pathway for Indigenous people by delivering a broad range of personal, family and community benefits as well as employment and economic benefits. During 2001 to 2004 there have been some significant shifts in participation that saw the overall proportion of Indigenous students enrolled in government VTE institutions fall sharply. A key area of success in the VTE area continues to be New Apprenticeships. In 2004, Indigenous students were more likely to complete courses than in previous years of the quadrennium. Access and participation rates were at much the same levels in 2004 as they were over the quadrennium in the higher education sectors and the gaps in terms of access and participation have widened between 2001 and 2004. At the same time, the success and retention rates have moved fractionally upwards since 2001. The trend towards increased numbers of Indigenous students completing bachelor and higher level courses and the consequent closure of the gap between Indigenous and non-Indigenous students at these levels is positive, although Indigenous award course completions need to increase significantly to reach parity with non-Indigenous students. It is encouraging that the number of Indigenous students gaining admission to higher education having completed the final year of secondary education has increased, particularly in the context of declining commencing student numbers. Show less

This paper discusses the elements of the Indigenous-specific supplementary funding package for 2005-2008. It focuses on the policy background and progress of Indigenous students in literacy, numeracy and the retention rate of Year 12 students. The Australian Government acknowledges the progress that has been made within the education of Indigenous students but is aware that resources still need to be redirected to Indigenous students in the remote areas of Australia. The contents of the paper are: Policy background and setting; Overview of 2005-2008 funding package for Indigenous supplementary assistance; Overview of the strengthened accountability provisions for IESIP and IEDA; Indigenous Education Direct Assistance (IEDA); Indigenous Education Strategic Initiatives Program (IESIP); Abstudy; and Consultative process. Show less

This report reviews progress in implementing the Australian government's five year innovation statement 'Backing Australia's ability'. It represents the first annual report card on the Australian government's actions to ensure the health of Australian innovation. It provides a picture of Australia's innovation landscape, including how the nation reached this point, the progress being made, and future directions. The report looks at the role of government and the private sector in strengthening the foundations and taking appropriate actions, including investment in science, research and development, Australian skills and in the commercialisation of good ideas. It highlights many initiatives that are producing results, and points to other projects under way and some planned for the future.

Excerpts from publication. Show less

This report highlights the ways in which the early childhood education and care sectors could be more closely aligned through provision of career pathways and articulation from vocational and technical education (VTE) qualifications to higher education courses in early childhood education. The report provides: an overview of the policy context of early childhood education and care; a summary of current early childhood higher education courses and childcare qualifications; and details of State and Territory regulatory and licensing frameworks. The study investigates current practices in articulation between the VTE and higher education sectors for early childhood education and care qualifications. It identifies both the barriers and the innovative models of practice in articulation from VTE to higher education in this field.

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This research report examines current practices and innovations within the area of initial teacher training for science, mathematics and technology teaching students in universities across Australia. It covers both primary and secondary teacher education. Data is drawn through literature reviews, case studies and surveys covering 36 participating Australian universities. A high standard of teacher education was found. Suggestions are made for future innovation and research regarding teacher education in the fields of science, mathematics and technology. It is anticipated that the study will allow educators to see successful practices and innovations within other universities, and as such encourage the dissemination of high quality teacher education. Show less

This is the fifth in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved in 2005. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. The Indigenous scores in the 2005 national benchmark testing program are lower than the 2004 scores on eight of the nine benchmarks, and in eight of the nine cases the gaps between Indigenous and all students’ outcomes widened between the two years. Since benchmark testing began in 1999, there are few signs of sustained overall improvement with the gaps between Indigenous and non-Indigenous outcomes tending to widen. While there are more Indigenous students participating in schooling there has been little improvement in overall attendance rates. There remain significant gaps in the rates of Indigenous and non-Indigenous students at the primary school level and greater gaps at the secondary level.

In 2005, the vocational education and training (VET) sector continued to provide an important service to Indigenous people. More Indigenous Australians than ever were enrolled in a VET course in 2005. Apart from potential employment and economic benefits, VET also delivers a broad range of personal, family and community benefits that are attractive to Indigenous people. VET provides an important and valid alternative pathway to other forms of education and training for two of the most marginalised groups, young Indigenous people and Indigenous men. In 2005, about one Indigenous VET student in seven was aged 16 or less, twice the rate of non-Indigenous students. For every one Indigenous male university student there are eleven Indigenous male VET students. Many Indigenous students are using VET as a first step to making up the gaps in their previous education and training. Almost half of Indigenous students are enrolled in courses at the AQF Certificate I and II levels, twice the non-Indigenous rate. At the higher levels of study, the gap between Indigenous and non-Indigenous student outcomes is growing. A key area of success continues to be New Apprenticeships. There were overall record numbers of Indigenous New Apprentices in 2005 and record numbers undertaking AQF Certificate III and higher level courses. The number of New Apprenticeships course completions continues to grow and in 2005 a record 3,490 Indigenous students successfully completed their course, with 60% of completions at the AQF Certificate III and higher levels. Overall, Indigenous students achieved 2.5% of all New Apprenticeships completions in 2005 which matches their overall participation rate. The outcomes for Indigenous people who finish their VET course are encouraging. The 2005 Student Outcomes Survey shows that 68% of Indigenous graduates were employed following graduation, up by eight percentage points from 2004.

In the higher education sector the number of Indigenous students has continued to decline and in 2005, enrolments were at their lowest point for the last five years. In recent years, Indigenous students undertaking higher education courses have continued to show greater improvement against the progress rate indicator than non-Indigenous students. As a result the gap between Indigenous and non-Indigenous students in this performance area has narrowed. The rate of growth in Indigenous staff numbers in higher education institutions has increased substantially each year since 2001. While Indigenous people remain under-represented in relation to total staff numbers and the proportion of Indigenous students, the gap is closing. Show less