Search Results

The review of quality assurance confirmed there is enough data to confirm that training quality in Victoria is variable and the problem is not small, and there is a widespread acknowledgement that quality must be lifted. The Victorian Government released the Review report on 29 June 2015, alongside a Government response, and has accepted all 19 of its recommendations. The Government will focus effort across five key areas: (1) an immediate targeted blitz on low quality providers; (2) prioritising quality in determining eligibility to deliver government funded training; (3) improving key factors in a student's training experience, such as the duration of training and the skills and abilities of trainers; (4) actively monitoring and managing the performance of contracted training providers; and (5) empowering students and employers to drive quality through informed choices and consumer protection. This document provides an overview of how the Government plans to implement the Review's recommendations. For reference, the recommendations are provided alongside the Government's planned actions.

Edited excerpts from publication. Show less

This white paper follows the release of 'Review of education and training legislation: discussion paper' published earlier in 2005. The discussion paper overwhelmingly indicated community support for the modernisation of the legislation governing the education system in Victoria.

This paper is designed to inform the community of the Government's position following the analysis of submissions and feedback. It outlines core principles and and presents a set of proposals for inclusion in the new Education and Training Reform Act. Such principles include free instruction in public schools, compulsory participation in education and training, affirming the secularity of public schools, maintenance of democratic principles, choice of school, student, parent and community access to information, and a common regulatory regime for schools. The paper concludes with proposals relating to the roles and responsibilities of the statutory authorities currently operating in Victorian education and training.

The 'Review of education and training legislation: discussion paper' is indexed at TD/TNC 91.80. Show less

Adult community education plays an integral role in Victoria's broader education sector. The 2018 Future Opportunities for Adult Learners in Victoria project was an important first step towards understanding whether the adult community education sector is adequately equipped to support at-risk Victorians into social and economic participation. The project highlighted the importance of rallying the sector around a ministerial statement that articulated its purpose and value.

This ministerial statement is the culmination of significant work with the sector since 2018 to give adult community education the recognition and strategic direction it deserves. It establishes a reform agenda for the six years 2020 to 2025, focusing the Adult, Community and Further Education Board and the adult community education sector on adult literacy, numeracy, employability and digital skills training. It also identifies a strengthened role for the sector in supporting students to enter and successfully complete TAFE and university courses; and in upskilling and reskilling low-skilled workers who may be vulnerable to becoming unemployed as work changes. The Statement is the first Victorian Government statement on adult community education since that made by the Hon Lynne Kosky as Minister for Education and Training in 2004.

Edited excerpts from publisher's website and publication. Show less

Skills First is a set of reforms for the training and TAFE sector. The reforms ensure that Victoria's training and TAFE system delivers high quality training that leads learners to real jobs. Skills First is made up of: (1) high-quality training that students and industry can trust, aligned to industry and workforce needs; (2) a real voice for industry in training; (3) funding for high needs learners who need additional support to engage with and succeed in education and training; and (4) access to targeted, relevant training for students in regional areas.

Abstract from publisher's website. Show less