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This discussion paper provides an introduction to the notion and rationale of performance-based funding, and presents the design principles that have been developed to ensure effective development of such a system. The legislative and technical basis for linking funding to performance targets is also discussed, as well as key implementation considerations. Finally, the paper presents key consultation questions for higher education stakeholders to consider and respond to.

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The purpose of this discussion paper was to open consultation with VET Student Loans (VSL) stakeholders to seek views on how the Department of Education and Training (DET) and the Department of Human Services (DHS) can ensure relevant, high quality data is collected, using best practice submission processes. The paper aimed to explore: how to report and access data more efficiently using the proposed DHS-built government interface; ensuring that the elements being collected are relevant and useful, and being collected in a timely way; reducing the reporting burden for providers by more closely aligning the Collection with the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS); identifying elements that could be adjusted or added to the Collection to better align it with the VSL program; and improvement of data quality.

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The Australian Government announced the Australian Qualifications Framework (AQF) Review in the 2017-18 Budget. The AQF is the national policy for regulated qualifications in Australia. As such, it affects education providers, industry and students. The AQF is agreed by the Council of Australian Governments (COAG). Both the COAG Education Council and the COAG Industry and Skills Council will need to consider and agree to any changes to the AQF recommended by this Review. In this discussion paper, the [AQF] Panel has posed some possible approaches involving change to the AQF to show its preliminary thinking about how the AQF might evolve. In other areas, issues are raised for discussion but approaches are not advanced at this stage of the Review process.

Excerpts from publication.

The final report from the review is available in VOCEDplus at TD/TNC 138.311. Show less

The Australian Apprenticeship Support Network (AASN) replaced Australian Apprenticeships Centres nationally on 1 July 2015. AASN providers are contracted by the Australian Government to provide free support services to apprentices and employers. An evaluation of the AASN delivery model was undertaken in February 2018 (the evaluation report is available in VOCEDplus at TD/TNC 132.354). The evaluation found the current model to be comprehensive and widely supported by stakeholders. It also identified a number of areas for improvement. This discussion paper follows on from the evaluation. It contains a number of questions for consideration and invites feedback on the delivery of AASN services. Show less

The VET Student Loans program commenced on 1 January 2017, replacing the VET FEE-HELP scheme, which closed to new students on 31 December 2016. VET Student Loans offers income contingent loan support to eligible students studying approved diploma level and above vocational education and training qualifications. In 2017, eligible students were entitled to access loans up to a capped amount of either $5,000, $10,000 or $15,000 based on cost of delivery. The report focuses on students whose tuition fees were paid (whether in whole or in part) using a VET Student Loan (VSL) in 2017. The twelve-month period covered in this report represents both the six-month transitional period (Jan-Jun) and the first six months (Jul-Dec) during which approved course providers operated with full approval under the VET Students Loans program. Under the transitional arrangements that applied during the first six months of the year, approved course providers were given approval only until 30 June 2017. To be fully approved, registered training organisations had to submit an application, with successful applicants being given full approval for periods of between two and a half and seven years (the maximum allowed) commencing on 1 July 2017.

Over the full year, a total of 211 providers operated as approved course providers under the VET Student Loans Program. During the period from 1 July 2017 to 31 December 2017, 144 providers operated as approved course providers under the VET Student Loans program. This was down from the 167 providers under the transitional arrangements in the first half of 2017. The decrease in the number of providers reflects the outcome of the first application round for full approval, during which applicants were comprehensively assessed against the course provider requirements in the VET Student Loans Act 2016 and VET Student Loans Rules 2016.

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With the goal of a highly skilled research workforce, the Australian Government commissioned the Australian Council of Learned Academies (ACOLA) to undertake a review of Australia's research training system [report available in VOCEDplus at TD/TNC 124.664]. The review aimed to help ensure that the system is globally competitive and capable of underpinning Australia's capacity for learned inquiry, innovation and productivity. The review engaged higher education and research institutions, peak bodies, industry, and government agencies to gather information regarding opportunities to improve the research training system and deliver evidence based findings. The review concluded there is scope to improve higher degree by research (HDR) training practices, particularly to engage with the industry sectors employing HDR graduates to increase the skills, knowledge and abilities of the future workforce. A Research Training Implementation Plan (RTIP) [available in VOCEDplus at TD/TNC 133.248] was structured under five priority issues and covered existing initiatives in the HDR training system, areas for improvement and future actions for government, higher education peak bodies and industry. This progress report, developed in conjunction with responsible organisations, documents the progress made in implementing the RTIP actions to July 2018.

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This report presents the findings from an evaluation of the first phase of the London European Social Fund (ESF) Youth Programme 2014-2020 (the Programme), with delivery occurring between April 2016 and March 2019. This report was written in late 2018, while some projects were still underway. It presents a snapshot of the results achieved and lessons learnt to that point. The Programme was designed to support young Londoners, aged 15-24 who were either not in education, employment or training (NEET), or at risk of becoming NEET, into sustainable employment, education or training (EET). The Programme involves seven strands of activity, aimed at different cohorts of young people and working with employers and schools. Five of the programme strands are intended to work together, with providers referring young people between strands in order to access targeted support. Key findings include: (1) the programme has been successful so far in supporting most participants (53 per cent) into EET; (2) despite the collaborative design of the programme, providers made fewer referrals than anticipated; (3) despite some reservations, the payment by results approach was generally viewed as the best payment model for this type of programme, incentivising the intended outcomes for providers; (4) providers had different ways of working but in terms of good delivery practice, the most effective approach they have found is to use skilled advisors, have strong local partnerships and to work flexibly with the young person; and (5) participants typically enjoyed the programme and found it helpful in improving their confidence, skills, prospects of getting a job, knowledge of options available to them, and motivation to take next steps.

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The VET Student Loans program commenced on 1 January 2017, replacing the VET FEE-HELP scheme which closed to new students on 31 December 2016. VET Student Loans offers income contingent loan support to eligible students studying approved Diploma level and above vocational education and training qualifications. This report covers the period from 1 January 2018 to 30 June 2018. During this period, 180 providers operated as approved course providers under the VET Student Loans program. This is up from the 144 providers that operated during the second half of 2017, as detailed in the VET Student Loans: six-monthly report: 1 July 2017 to 31 December 2017 (available in VOCEDplus at TD/TNC 133.652).

This report is provided in accordance with section 103A of the VET Student Loans Act 2016 (Act), which requires that the Secretary must publish the following information within 42 days after the end of the period of 6 months beginning on 1 January and 1 July in each year (the reporting period): (a) the number of approved course providers who operated during the reporting period; (b) for each of those providers: (i) the name of the provider; (ii) the value of VET student loans approved by the Secretary for approved courses offered by the provider during the reporting period; (iii) the number of students who undertook approved courses offered by the provider during the reporting period and whose tuition fees for the courses were paid (whether in whole or in part) using VET student loans; (iv) the number of such students who completed approved courses during the reporting period; and (v) the amount of tuition fees charged to such students by the provider during the reporting period; and (c) any other information in relation to VET student loans prescribed under the rules.

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The Australian Government provides a number of Commonwealth supported places (CSPs) for enabling, sub-bachelor and postgraduate courses each year. The distribution of these places across higher education providers reflects historical, ad hoc decisions that may no longer be optimal. Many of these places are also underutilised. The Government is committed to a world-class higher education system that provides appropriate support for students, removes barriers for under-represented groups and is sustainable for current and future generations. To this end, the Government is seeking to ensure there is a robust rationale and framework for Government investment in enabling, sub-bachelor and postgraduate places that provides capacity to respond to changing demands and priorities. The proposed new arrangements aim to ensure Government support is directed to courses that meet the needs of students and deliver graduates for the changing workforce.

This Consultation Paper sets out options for a new mechanism for Government allocation of enabling, sub-bachelor and postgraduate courses and seeks feedback from stakeholders on which courses should be funded and why. The new arrangements will come into effect from 2020. The Consultation Paper seeks input from stakeholders on the proposed allocation process including the scope of the re-distribution, the number of places involved for each course level (enabling, sub-bachelor and postgraduate); the suggested reallocation criteria; and timeframes for future reallocation rounds.

Edited excerpt from publisher's website.

Written submissions must be made by 5 pm on 15 February 2019.

An earlier consultation paper, 'Sub-bachelor courses: consultation paper for feedback', is available in VOCEDplus at TD/TNC 133.913. Show less

The Department of Education and Training's purpose is maximising opportunity and prosperity through national leadership on education and training. Our national leadership role involves the development of robust evidence-based policy, effective delivery and implementation, and the creation of strong stakeholder relationships and networks. The department strives to lift the performance of Australian education and training through improving access and participation, quality and appropriateness, and ongoing sustainability and efficiency. Developed collaboratively with staff and stakeholders, our Corporate Plan 2018-19, as our primary planning document, provides us with a clear direction for the coming 12 months in achieving our purpose - maximising opportunity and prosperity through national leadership on education and training.

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