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In 2012 the Commonwealth and states and territories committed to a National Partnership Agreement on Skills Reform (NP) [indexed at TD/TNC 108.1569]. The agreement set out the goals and structures of intergovernmental [vocational education and training] VET funding and reform for the period 2012-13 to 2016-17. The NP was created in accordance with the provisions of the Intergovernmental Agreement on Federal Financial Relations (IGA-FFR), and is directed to achieving the reform directions agreed under the National Agreement on Skills and Workforce Development (NASWD). The NP has the objective of a 'VET system that delivers a productive and highly skilled workforce which contributes to Australia's economic future, and to enable all working age Australians to develop the skills and qualifications needed to participate effectively in the labour market'. This review of the NP has been commissioned as called for by the agreement itself.

The review has examined 'progress of the structural reforms and training outcomes', noting that the jurisdictionally flexible reforms have differed across the states and territories and are at different stages of implementation. While the review has considered progress within individual states and territories, its focus has remained on progress at the national level. To inform future VET policy, the review has identified examples of good practice across different aspects of the training system and has considered and made recommendations on future objectives, outcomes and outputs that could form the basis of any future Commonwealth-state agreements. The report first addresses the specific outcomes of the NP, then considers good practice and future reform.

The chapters are as follows: Overview of the National Partnership Agreement on Skills Reform; An accessible and equitable training system (Outcome 1); A more transparent VET sector (Outcome 2); A higher quality VET sector (Outcome 3); A more efficient and responsive VET sector (Outcome 4); National Partnership Agreement on Skills Reform VET training outcomes; Recommendations for future Commonwealth-state agreements. The appendices provide greater detail on jurisdictional training outcomes and the background to the review.

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The [Australian Science and Technology Council] ASTEC Technological Change Committee is to maintain a continuing review of the processes and trends in technological change in Australia and elsewhere, and evaluate and report on the direct and indirect effects at the national level including social, economic and technological effects. Technological changes have had and will continue to have profound effects on both the levels and the nature of employment. The present report is an exploratory overview of recently observed effects. It presents for discussion issues, views and conclusions that have been identified or formulated by a variety of commentators from different sections of the community. The report identifies several areas where government action could assist in taking maximum advantage of technological change for the economy and the workforce. These include: support for innovation; education, training and re-training; consultation with employees and unions; and women’s employment. The recommendations made relate to problems that are already on the national agenda or which, with reasonable certainty, will be there in the near future.

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The 'Mapping Australian higher education' series of reports aims to provide information on trends, policy and performance in the Australian higher education sector. The 2018 report is the fourth in this series. Chapter 1 explains how higher education is defined in Australia, the different types of higher education provider, the various types of qualification, and what makes universities distinctive among higher education providers. Chapter 2 reports on student trends, including enrolment numbers, courses chosen, and the mix of students on campus. It also discusses how students enter the higher education system. Chapter 3 examines the student experience, including subject fail rates and satisfaction with teaching. Chapter 4 looks at the higher education workforce, including why people become academics, their employment arrangements, and their pay. Chapter 5 looks at research in Australian universities, including what topics are researched and research outputs. Chapter 6 provides information on how higher education is funded, including overall levels of funding, the income-contingent HELP student loan scheme, and research funding. Chapter 7 outlines how per student funding levels are determined, and how student places are distributed among higher education providers. Chapter 8 describes the expanding scope of the Commonwealth Government in higher education, the key government departments and the higher education interest groups. Chapter 9 examines higher education's benefits to the public and employers, including whether higher education graduates meet employment needs, the quality of university research, and public satisfaction with Australian universities. Chapter 10 reports on graduate employment and income, showing differences by discipline, age and gender.

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Earlier reports from this series are indexed in VOCEDplus at TD/TNC 107.739, TD/TNC 111.329, TD/TNC 118.435 and TD/TNC 125.429. Show less

This position paper reports the findings and recommendations for a new governance framework for the national training system. The paper is the culmination of an extensive review and consultations across all jurisdictions and engagement with key stakeholders, and supports a more aligned and streamlined governance model for an integrated tertiary sector. Three overarching messages emerged during consultations. Firstly, submissions urged a reinvigorated partnership or compact between governments and industry if the foundations of the governance system are to be sound. Stakeholders were also very clear about the need for a shared national policy agenda on workforce and economic development, using the knowledge we gain from our industry partners to inform investment in skills linked to labour market needs, sustainable employment and long term careers. A toughened and more consistent national framework for regulation to deliver the highest quality outcomes and enhanced performance by the system was a further theme. The paper identifies six underpinning functions of the national training system’s future governance and architecture and Skills Australia proposes these as the framework on which a more cohesive and streamlined system can be established. The functions are: (1) leading a unified vision for skills to support a national economy; (2) providing strategic advice and the evidence for reform; (3) investing wisely and effectively in skills and workforce development; (4) regulating and ensuring quality services and products; (5) using information to inform decision making, quality and client choice; and (6) providing training services that meet needs.

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The consultation paper is indexed at TD/TNC 95.916. Show less

This Senate Inquiry was the first national account of adult and community education (ACE) since the 1944 Universities Commission Report by W. G. K. Duncan. Its terms of reference were to: (1) examine and describe existing policies and practices in ACE; (2) consider the impact of current demographic, economic and social change on patterns of ACE, on education providers and on education funding; (3) identify barriers to participation in ACE; (4) examine the educational, employment and personal outcomes of participation in ACE; (5) consider the training and supply of adult and community educators; and (6) recommend policies, strategies and processes to provide a coherent approach to the provision of ACE and to enhance its role and contribution. The Inquiry report investigated the nature and extent of education and training beyond the conventional formal structures and systems. It formally recognised ACE as the fourth sector of education and highlighted a number of significant features that differentiate ACE from other sectors, including: its philosophy and operations promote lifelong learning in ways other sectors cannot; it is predominantly a user pays sector; it is flexible; it enables the clients to enter and leave as they require; it is non-compulsory; and it plays an important role in giving people a 'second chance' to overcome skill deficiencies and remedy shortcomings in previous formal education and training.

A follow-up report, 'Beyond Cinderella: towards a learning society', which looked at the structural and policy changes at Commonwealth level in adult education since this Inquiry, is indexed at TD/LMR 85.645. Show less

This Senate Committee report is based on the premise that employers, unions and educators agree that Australia is facing some serious skills shortfalls which are set to worsen over the next decade without appropriate action. The first chapter gives the background to the report, the terms of reference of the enquiry and an overview of the issues. Chapter two looks at skills shortfalls and future skill needs, concluding that there is a necessity for the development of a more integrated approach to collection and dissemination of information on current and future skill needs. Chapter three looks at whether current policy is promoting the development of both high level and intermediate level skills, the nexus between the labour market and skill formation and the Job Network. The chapter concludes that the present approach to skill formation is not well suited to labour market conditions. Chapter four focuses on the current vocational education and training (VET) policy settings, funding arrangements and institutional framework for meeting Australia’s current funding levels and future skill needs. Of concern is that the current funding models and reporting and accountability functions of the VET system are not compatible with the objectives of development of a high skill workforce, promotion of innovation and the development of a quality, responsive system that can provide diverse responses to skill needs. Chapter five suggests that multiple training pathways are important to cater for diversity in both the individual and the work environment and examines some of the current arrangements for providing individuals and industries with seamless pathways for skill formation. The final chapter has two main themes: (1) the role of industry in identifying and responding to the skill needs of its workforce; and (2) the need for a policy framework that promotes greater industry responsibility for training its workforce, touching briefly on the need for consultative arrangements within the training system to include the full range of stakeholders. Show less

In 1990, the Australian government implemented an employer training levy, the Training Guarantee scheme, that required Australian enterprises to contribute some of their income to employee training or a government fund for the development of training programs. The Training Guarantee was suspended on 1 July 1994 and abolished in 1996 after much negative publicity about its impact, particularly on small business. This two-volume evaluation report examines the effectiveness of the Training Guarantee and the reasons for its successes and failures. It also provides a comprehensive analysis of changes in industry-based training in Australia during the early 1990s. This is the first analysis to combine data from all four 1993-1994 Australian Bureau of Statistics (ABS) training surveys. The evaluation took place over three years and involved extensive research on training behaviour in all areas of Australian industry in order to isolate the specific contribution of the Training Guarantee to changes in training activity.

The main report details the full findings of the evaluation along with references to statistical and other sources. The summary report focuses on the findings related specifically to the impact of the Training Guarantee, the strengths and weaknesses of its design, and the processes through which it operated. The main report comprehensively describes the changes that took place during the period beginning with the identification of the need for such a levy and ending with its suspension in mid-1994. It demonstrates the contribution of the Training Guarantee to increases in training effort across a wide range of Australian enterprises during the four years of it operation. It assisted in the protection of existing training activity during the recession of the early 1990s but had little success in changing industry behaviour where there was no established training culture. The report concludes that the levy was reasonably effective in terms of the time at which it was introduced. It created widespread awareness of training as an element of business strategy and provided an opportunity for many employers to focus attention on their training strategies. From the perspective of the government, the program was found to be highly cost effective.

This report was completed before the government's decision to abolish the Training Guarantee and so does not cover developments since the implementation of that decision. Show less

On 19 October 2017 the Senate established the Select Committee on the Future of Work and Workers, chaired by Senator Murray Watt, to inquire and report on the impact of technological and other change on the future of work and workers in Australia, with particular reference to: (a) the future earnings, job security, employment status and working patterns of Australians; (b) the different impact of that change on Australians, particularly on regional Australians, depending on their demographic and geographic characteristics; (c) the wider effects of that change on inequality, the economy, government and society; (d) the adequacy of Australia's laws, including industrial relations laws and regulations, policies and institutions to prepare Australians for that change; (e) international efforts to address that change; and (f) any related matters.

For clarity, this report sets out the key issues raised in evidence before the committee individually. Chapters are therefore divided thematically as follows: chapter one sets out inquiry administrative processes; chapter two looks at how work is changing in Australia; chapter three assesses arguments around the possible impact of technology on jobs; chapter four examines ways in which Australia's workplace law can be modernised and enhanced, to provide fairness for all; chapter five looks at our approach to knowledge and skills; and chapter six looks at ways the Australian social security and superannuation systems will need to evolve as work evolves. The report makes several recommendations designed to support the Australian government in preparing and committing to a long-term plan to prepare Australian workers, business and the economy for coming technological change.

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Every Australian, no matter where they live, should have the opportunity to access Australia's world class tertiary education system. Currently, however, individuals who grow up in regional, rural and remote (RRR) areas are around 40 per cent less likely to gain a higher-level tertiary education qualification and less than half as likely to gain a bachelor and above qualification by the time they are 35 years old, compared to individuals from metropolitan areas. This report proposes a Strategy that aims to reduce this disparity and provide equal opportunity for every individual from RRR Australia to access tertiary education, regardless of personal circumstances and location. There are many social and economic reasons and potential benefits providing a strong rationale for why the nation should give priority to addressing the disparity in tertiary education participation and attainment in RRR areas. This Strategy focuses on the following themes: Individuals will benefit from having more opportunity to reach their potential and gain better employment with higher incomes and improved health outcomes; Communities will benefit and remain vibrant through releasing the currently untapped potential of many RRR Australians; The nation will benefit through maximising the talents and skills of more Australians, which will strengthen the national economy, as well as foster greater aspiration in young people.

Five key issues have been identified as significant in driving lower levels of tertiary education participation and attainment by individuals from RRR areas. These issues are: (1) Access, opportunity and choice; (2) Student support; (3) Aspiration, career advice and schooling; (4) Equity groups; (5) Regional development. At the core of the Strategy is a vision of a tertiary education system which supports equal opportunity and access for individuals from RRR areas. This vision is underpinned by several core objectives and targets, specifically focused on halving the current disparity between RRR and metropolitan students in relation to tertiary education attainment and participation by 2030. The Strategy includes seven recommendations: (1) Improve access to tertiary study options; (2) Improve access to financial support; (3) Improve the quality and range of student support services; (4) Build aspiration and improve career advice; (5) Improve participation and outcomes for RRR student from equity groups; (6) Strengthen the role of tertiary education providers; (7) Establish mechanisms to coordinate the implementation effort and support the monitoring of the Strategy.

The Strategy builds on the Government's response to the Independent Review into Regional, Rural and Remote Education (the Halsey Review) [available in VOCEDplus at TD/TNC 132.70].

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On 17 March 2005, the Standing Committee on Agriculture, Fisheries and Forestry was asked by the Minister for Agriculture, Fisheries and Forestry, Hon Warren Truss MP, to inquire into rural skills training and research. The terms of reference for this inquiry were to inquire into: the availability and adequacy of education and research services in the agriculture sector, including access to vocational training and pathways from vocational education and training to tertiary education and work; the skills needs of agricultural industries in Australia, including the expertise and capacity of industries to specify the skills-sets required for training, and the extent to which vocational training meets the needs of rural industries; the provision of extension and advisory services to agricultural industries, including links and coordination between education, research and extension; and the role of the Australian government in supporting education, research and advisory programs to support the viability and sustainability of Australian agriculture. In February 2007, the Committee presented its results from the review and found that severe skills shortages exist in rural industries and there are significant gaps in the capacity to respond to those shortages. The Committee made 29 recommendations for the government to consider and they included: the development of a national strategy on rural skills training, encompassing the school, vocational education and training (VET), and higher education sectors; making the regulatory framework surrounding VET more flexible and responsive to industry needs; rationalising training providers and reinvigorating vocational education and higher education in agriculture and forestry; revitalising agricultural colleges across Australia; providing agriculture and forestry courses at Australian Technical Colleges; developing a national extension framework to revitalise extension services; linking research funding to the provision of extension services; providing a greater security of funding for rural industry related Cooperative Research Centres; and developing a ‘skills passport’ to encourage the transfer of skills within and between rural industries. Show less