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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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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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This report presents an analysis of activity in Victoria's vocational education and training (VET) system. It draws predominantly on the data published by the National Centre for Vocational Education Research (NCVER). The report provides detail about how many people are in government funded training, what they are training in, and where they are accessing training. It includes key metrics such as training delivery by qualification level, course completion, age and gender of learners, regional activity and learners facing barriers to participation. A key aim of the report is to compare 2016 training activity data with past years to help provide a picture of changes and trends over time. The report shows that government funded VET activity in Victoria in 2016 continues to decline, a decline that has been observed every year since the record highs of 2012. The decline in students and enrolments in Victoria in 2016 compared to 2015 can be attributed to both Victorian Government and Commonwealth Government policy changes.

Other highlights include: (1) higher than national average increase in TAFE market share in Victoria; (2) improvements to students satisfaction and outcomes; (3) a rise in TAFE enrolments among some vulnerable cohorts; (4) declines in training participation in both metropolitan Melbourne and regional areas; (5) declines in traineeships and apprenticeship enrolments compared to 2015 and; (6) Victoria had the second highest participation rates in government subsidised training in 2016 despite participation decline.

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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.

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This statement sets out the Victorian Government’s strategies to ensure Victorian universities are responsive to the knowledge and skill needs of the innovation economy. It addresses issues raised in the Commonwealth Government’s current review of higher education and draws upon the expertise of Victorian stakeholders who attended the Victorian higher education forum in July 2002. The outcomes of this forum have been invaluable in informing the Victorian Government’s vision for higher education as outlined in this statement. A section of this statement also discusses strategies for better linkages between the higher education and vocational education and training (VET) sectors in Victoria. Show less

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 document outlines the vision and strategic directions the Victorian Department of Education and Training will be working towards to achieve the goals and targets for education and training articulated by the Victorian Government in 2000. The strategy forms a coherent blueprint for the education and training system and encompasses the whole system to ensure the different sectors and components are heading in the same broad direction. It also will form the overarching framework for policy and planning in the Department by: (1) providing an integrated backdrop for key policy statements for the portfolio such as the 'Knowledge and skills for the innovation economy' statement (indexed at TD/LMR 86.31); (2) set out the medium term agenda for the Department as a whole; (3) guide cross-departmental and inter-departmental planning on areas of mutual responsibility; (4) direct priorities for research; (5) frame broad priorities for budgets and resource allocation; and (6) give a new emphasis to quality assurance, accountability and reporting frameworks and ongoing monitoring. Show less

These reports present an analysis of activity in Victoria's vocational education and training [VET] system. They provide detail about: how many people are in government funded training; what they are training in; where they are accessing training; and whether training provision is responding to employers' skill needs. The full year report for 2014 has been prepared for key stakeholders in the Victorian training system. It summarises emerging trends in the Victorian training market for 2014 and provides a comparative overview of changes from 2009 to 2014 by provider type. Key metrics include training delivery by funding source, qualification level, course completions, age of learners and metropolitan and regional activity. A breakdown of training delivery for learners facing barriers such as unemployed young people, Indigenous and people with disabilities is also provided. Data on the provision of training linked to the skill requirements of industry and related occupations are also highlighted in the report.

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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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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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