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This guide to the Skills Victoria Training System (SVTS) is for all training providers that are: (1) required to report their training delivery to the SVTS; (2) delivering training under Skills First (and ACFE); and (3) are paid on the basis of training activity data reported to the Department of Education and Training.

The guide provides an introduction and overview to the functions of SVTS to assist training providers with reporting training delivery data. It provides instructions on how to use the various SVTS functions to manage and monitor reporting and payments, and indicates how data can inform the training provider's business management decisions.

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The government, the [Adult, Community and Further Education] ACFE Board and stakeholders have worked together to understand and support the next steps to enable the continued development of the Learn Local sector. This has led to identifying three key strategic directions for the future: (1) refocusing and refining the role of Learn Local - ensuring that the government better signals and supports its objectives for the Learn Local sector by setting clear priorities and improving governance arrangements; (2) promoting durable networks and co-location of services to improve pathways and sustainability - placing clients at the centre of service design and improving the sustainability of Learn Local organisations by reforming pre-accredited funding settings and the more effective and efficient use of Board-managed assets, programs and expertise; and (3) building the Learn Local sector's capability to deliver high-quality education services - enabling the sector to deliver better outcomes for learners by cutting red tape and harnessing broader vocational and educational system supports. This strategy will support the Learn Local sector to secure its critical role in education and training in Victoria. Most importantly, it will increase the sector's capacity to support those Victorians who face significant barriers to increasing their skills and entering and staying in the workforce.

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This report provides detailed information on the student and provider profiles of the Government-funded vocational education and training (VET) market in Victoria over the 2020 calendar year. VET was one of the sectors adversely impacted by the [Coronavirus Disease 2019] COVID-19 pandemic, where lockdowns and travel restrictions led to disruption in training activity. The first section of the report draws on data compiled by the National Centre for Vocational Education Research (NCVER), showing trends between Victoria and other jurisdictions. The remainder of the report reflects data submitted to the Department by TAFE Network providers and by other government-contracted training providers. This compares performance for the 2018, 2019 and 2020 calendar years to illustrate changes and trends for the Victorian training system over time.

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Two years on from the implementation of the Skills First reforms [guide available in VOCEDplus at TD/TNC 136.620], the new training market settings are showing positive impacts on training quality, with improved outcomes for key industries and student cohorts, particularly throughout the TAFE Network. Student and employer satisfaction towards training outcomes point to general stability in training quality across the government-funded training system. This report provides detailed information on the student and provider profiles of the government-funded training market in Victoria over the 2018 calendar year.

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The Department of Education and Training is responsible for delivering and regulating statewide learning and development services to at least one-third of all Victorians across the early childhood, school education, and training and skills sectors. The Department monitors the outcomes of children and young people as they move from early childhood through their school years and into further education and work. It also monitors the progress of adult learners seeking to re-skill and re-engage with the workforce. Each annual report sets out the Department's key activities and achievements for the financial year.

Edited excerpts from the 2019-2020 annual report. Show less

On Track is a large-scale survey designed to monitor the destination outcomes of Year 12 or equivalent completers and early school leavers six months after leaving school. This information provides insights into post-school destinations and pathways, and highlights the diversity of pathways young people pursue after leaving secondary school. The On Track survey involves students from all Victorian school sectors.

These Local Government Area (LGA) reports present the destination pathways of Year 12 completers and early school leavers for each LGA within Victoria (Alpine, Ararat, Ballarat, Banyule, Bass Coast, Baw Baw, Bayside, Benalla, Boroondara, Brimbank, Buloke, Campaspe, Cardini, Casey, Central Goldfields, Colac-Otway, Corangamite, Darebin, East Gippsland, Frankston, Gannawarra, Glen Eira, Glenelg, Greater Bendigo, Greater Dandenong, Greater Geelong, Greater Shepparton, Hepburn, Hindmarsh, Hobsons Bay, Horsham, Hume, Indigo, Kingston, Knox, Latrobe, Loddon, Macedon Ranges, Manningham, Mansfield, Maribyrnong, Maroondah, Melbourne, Melton, Mildura, Mitchell, Moira, Monash, Moonee Valley, Moorabool, Moreland, Mornington Peninsula, Mount Alexander, Moyne, Murrindindi, Nillumbik, Northern Grampians, Port Phillip, Pyrenees, South Gippsland, Southern Grampians, Stonnington, Strathbogie, Surf Coast, Swan Hill, Towong, Wangaratta, Warrnambool, Wellington, West Wimmera, Whitehorse, Whittlesea, Wodonga, Wyndham, Yarra, Yarra Ranges, and Yarriambiack).

Each report provides local level information on the post-school education, training and employment destinations of students who attended schools in the LGA to support post compulsory education planning and to assist with youth support services. The reports draw on data obtained through the 2017 On Track survey.

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Skills First [guide available in VOCEDplus at TD/TNC 136.620] is a set of reforms for the training and TAFE sector. These set a high benchmark for training quality, and support the courses that are most likely to lead to employment. This report presents a snapshot of activity in Victoria's vocational education and training (VET) system in light of the Skills First reforms enacted on 1 January 2017. It draws on data submitted to the Department of Education and Training by training providers delivering government-subsidised training in Victoria. The report provides detail about how many people are in government funded training, what they are training in, and where they are accessing training. Report highlights include: (1) student growth at TAFE and Dual Sector Universities in Victoria compared to nation-wide declines; (2) enrolments in key cohorts increased by 3.4 per cent at TAFE Network providers; (3) share of enrolments in Government priority skill areas increased to 50 per cent; (4) the TAFE Network increased its market share of enrolments and; (5) 70 per cent of students leaving training in 2017 were satisfied with their training, up 2 percentage points from the 2015 cohort.

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The Victorian Government wants all Victorians to have access to the best education and training. We have been working hard to deliver a brighter future by developing and supporting world-class schools and training providers. This report shows the progress we are making towards achieving our goals and targets and building an innovative and excellent education and training system, as part of the Government’s ongoing commitment to invest in Victoria’s future. Show less

In June 2016, the Department launched Marrung: Aboriginal Education Plan 2016-2026 (Marrung) [available in VOCEDplus at TD/TNC 139.356]. Marrung is a 10-year integrated plan, developed in partnership with the Victorian Aboriginal community including the Department's principal partner in Koorie education, the Victorian Aboriginal Education Association Incorporated (VAEAI). In 2018, the Department commenced the implementation of Marrung action 8a: 'Develop options for a revised approach to supporting Koorie learners engage and participate successfully in VET [including] through the redesign of the existing Koorie VET workforce'. This discussion paper is an overview to support meaningful conversation and consultation. The paper explores the evidence that shows a revised approach is needed to support Koorie learners to engage and participate successfully in vocational education and training (VET). It focuses on: changes in the characteristics of Koorie communities in Victoria; enrolment trends for Koorie learners across the spectrum of VET providers; current supports designed to increase Koorie engagement and participation in VET; and success enablers, and barriers for improving Koorie learner outcomes.

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Government funded training activity in Victoria bounced back in 2021 from a [Coronavirus Disease 2019] COVID-19 impacted 2020 even though restrictions were reintroduced to combat the Delta and Omicron strains. 2021 saw recovery across key sectors and cohorts, and many activity measures exceeded 2019 levels. This recovery was driven by training providers adapting to alternative delivery methods and the successful implementation of government initiatives such as the extension of Free TAFE. Total enrolments in government funded accredited training were 11 per cent higher in 2021 when compared with 2020, and 5 per cent more than in 2019 before the pandemic.

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