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The National Quality Council (NQC), through the Department of Education, Employment and Workplace Relations (DEEWR), engaged KPMG to develop a set of quality indicators and a resultant reporting mechanism for state and territory Registering and Course Accrediting Bodies (RCABs). These quality indicators and reporting mechanism are to be used to gain an indication of RCAB performance against the Australian Quality Training Framework (AQTF) 2007 Standards for Registering Bodies and AQTF Standards for Course Accrediting Bodies (collectively referred to as the AQTF Standards), respectively. Phase one involved the development of eight quality indicators for Registering Bodies and a set of seven quality indicators for Course Accrediting Bodies. Phase two involved the development of the option for the mechanism, as endorsed by the NQC. This report presents the outcomes of phase two, including the reporting mechanism, user guides, process map and recommendations on implementation and resourcing.

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The Department of Education, Employment and Workplace Relations (DEEWR), on behalf of the Minister for Tertiary Education, Skills, Jobs and Workplace Relations, produces the annual national report for the national vocational education and training (VET) system in Australia. This report covers the 2010 calendar year and provides an assessment of the performance of the national training system as well as detailed information on the operation of the national system and its achievements and challenges. The report covers total reported VET activity, which is broader than government funded VET activity, and refers to all aspects of VET for which data are available for reporting. The Australian VET system (including apprentices and trainees) covers delivery of VET training through a variety of public and private training providers. These include technical and further education (TAFE) institutes and other government providers, universities, secondary schools, industry organisations, adult migrant education scheme providers, enterprises, agricultural colleges, community education providers and privately operated registered training organisations. The report is presented in three sections: section one, ‘Overview’, provides an outline of the report, describing the national VET system, the relevant Intergovernmental Agreements that relate to VET and the economic and social context for the national VET system during 2010; section two, ‘Performance of the national VET system in 2010’, contains an analysis of the system’s performance in 2010 against key indicators relating to participation, achievement and outcomes of total reported VET students and those identified as having a disadvantage in VET; VET system efficiency and employer engagement and satisfaction with VET are also covered; and section three, ‘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. Data on a selection of outcomes and outputs included in the National Agreement for Skills and Workforce Development is also included.

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The Department of Education, Employment and Workplace Relations (DEEWR), on behalf of the Minister for Tertiary Education, Skills, Jobs and Workplace Relations, produces the annual national report for the national vocational education and training (VET) system. This report covers the 2009 calendar year and provides an assessment of the performance of the national training system as well as detailed information on the operation of the national system and its achievements and challenges. The report is presented in three sections: Section 1: Overview provides an outline of the report, describing the national vocational education and training system, the relevant Intergovernmental Agreements that relate to VET and the economic and social context for the national VET system during 2009. Section 2: Performance of the national VET system in 2009 contains an analysis of the system’s performance in 2009 against performance indicators agreed by the Council of Australian Governments (COAG). This section includes information about the participation, achievements and outcomes of all VET students and those that are identified as having a disadvantage in VET. VET system efficiency and employer engagement and satisfaction with VET are also covered. Section 3: Commonwealth, State and Territory achievements gives examples of achievements of the State, Territory and Australian Governments.

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In accordance with the Skilling Australia’s Workforce Act 2005, the Department of Education, Employment and Workplace Relations (DEEWR), on behalf of the Minister for Education, produces the annual national report for the national training system. This report covers the 2008 calendar year and is presented in four sections. The report provides an assessment of the performance of the national training system during the year and provides detailed information on the operation of the national system, its achievements and challenges, and the outcomes achieved for the system’s clients. Section 1: Introduction and context provides an outline of the report, describing the economic and social context for the national training system during 2008, and outlines the major components of the national training system. Section 2: Performance of the national vocational education and training (VET) system in 2008 contains an analysis of the system’s performance in 2008 against agreed key performance measures. Section 3: National priorities for 2008 reports the achievements and outcomes against the national priorities for 2008, and is underpinned by examples and achievements of the State, Territory and Australian Governments. Section 4: Appendices provides timeseries 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.

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The National Quality Council (NQC), through the Department of Education, Employment and Workplace Relations (DEEWR), engaged KPMG to develop a set of quality indicators and a resultant reporting mechanism for state and territory Registering and Course Accrediting Bodies (RCABs). These quality indicators and reporting mechanism are to be used to gain an indication of RCAB performance against the Australian Quality Training Framework (AQTF) 2007 Standards for Registering Bodies and AQTF Standards for Course Accrediting Bodies (collectively referred to as the AQTF Standards), respectively. Phase one involved the development of eight quality indicators for Registering Bodies and a set of seven quality indicators for Course Accrediting Bodies. This report of phase one provides an introduction and project requirements, project activities undertaken, quality indicators, options for the reporting mechanism, and conclusion and next steps.

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In the 2011-12 Budget, the Australian government released details of its Advancing Quality in Higher Education (AQHE) initiative designed to assure and strengthen the quality of teaching and learning in higher education. Three discussion papers were released on the proposed performance measurement instruments for student experience and quality of learning outcomes, and submissions from stakeholders were invited. This paper discusses key issues in the design of the performance measurement instruments, assesses their fitness for purpose and their ability to operate together in a coherent way to obtain a comprehensive view of the student’s undergraduate university experience and learning outcomes. The paper considers some principles to guide the development of new performance measurement instruments and proposes that a framework of the student life cycle be used to situate the development of new performance measurement instruments. It briefly discusses existing survey instruments and the development of new performance measurement instruments for use in performance reporting and for other purposes. Key issues that impact on the coherence and balance of performance measures are considered. The paper concludes by proposing an implementation strategy for the new performance measures.

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In the 2011-12 Budget, the Australian government released details of its Advancing Quality in Higher Education (AQHE) initiative. This provided information on the new performance measurement instruments being developed for use in performance reporting: the University Experience Survey (UES), an Australian version of the Collegiate Learning Assessment (CLA), and the Review of the Australian Graduate Survey (AGS). It also provided funding for the development of the new instruments and outlined the consultation processes for implementing the initiative. The Australian Graduate Survey (AGS) is a national survey of newly qualified higher education graduates, conducted annually by Graduate Careers Australia (GCA). A strengthened AGS is part of the suite of performance measurement instruments that were announced as part of the AQHE initiative. The Department of Education, Employment and Workplace Relations (DEEWR) is working with GCA and the higher education sector to review the AGS. The review is examining the strategic position of the survey, and aims to improve the survey content, data collection methods and timeliness of reporting. The review is also considering how to better capture aspects of student experience for external, Indigenous, international and low socio-economic status students. DEEWR has prepared this discussion paper based on consultation with and advice from the AQHE Reference Group. The paper raises issues and options for the future of the AGS, with the aim of canvassing views from universities and other stakeholders in the sector. The paper provides information on how to contribute to the process.

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This resource, consisting of work books and a CD-ROM, describes the skills and knowledge required by Indigenous participants to prepare for employment. It focuses on developing knowledge of Australian workplaces, their work practices and requirements and potential employment opportunities to assist participants in making decisions about possible career paths. Each workbook covers an element from the competency which is broken down into sections for each performance criteria. The workbooks are: Identify workplace expectations; Research a selected industry; Describe workplace functions and layout of a range of workplaces; Research an employment opportunity; and Prepare a current portfolio to showcase skills. The CD-ROM contains supporting audio sessions. The resource is funded under the Workplace English Language and Literacy (WELL) program by the Department of Education, Employment and Workplace Relations (DEEWR). Show less

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 2007 calendar year and is presented in four sections. Section one: ‘Introduction and context’ provides an outline of the report, describing the economic and social context for the national training system during 2007, and outlines the major components of the national training system. Section two: ‘Performance of the national vocational education and training (VET) system in 2007’ contains an analysis of the system’s performance in 2007 against agreed key performance measures. Section three: ‘National priorities for 2007’ reports the achievements and outcomes against the annual national priorities for 2007, and is underpinned by examples and achievements of the state, territory and Australian governments. Section four: ‘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 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 2006 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 2006, and outlines the major components of the national training system. Section 2: ‘Performance of the national vocational education and training (VET) system in 2006’ contains an analysis of the system’s performance in 2006 against agreed key performance measures. Section 3: ‘Annual national priorities for 2006’ reports the achievements and outcomes against the annual national priorities for 2006, 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