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Higher education will clearly be a major contributor to the development of a skilled Australian workforce but must address the rights of all citizens to share in its benefits. This review was established to address the question of whether this critical sector of education is structured, organised and financed to position Australia to compete effectively in the new globalised economy. The panel has concluded that, while the system has great strengths, it faces significant, emerging threats which require decisive action. To address these, major reforms are recommended to the financing and regulatory frameworks for higher education. Key reforms are to increase the number of university graduates by more than one-third and to determine university funding according to student demand using a voucher system. Recommendations affecting the vocational education and training (VET) sector include that: (1) VET and higher education providers should continue to enhance pathways for students through the development and implementation of common terminology and graded assessment in the upper levels of VET; (2) the Australian government negotiate with the states and territories to expand the national regulatory and quality assurance agency to cover the entire tertiary sector (including VET and higher education) and that the government assume full responsibility for the regulation of tertiary education and training in Australia by 2010; (3) the Australian government negotiate with the states and territories to introduce a tertiary entitlement funding model across higher education and VET commencing with the upper levels of VET (diplomas and advanced diplomas) and progressing to the other levels as soon as practicable; (4) the government negotiate with the states and territories to extend income contingent loans to students enrolled in VET diplomas and advanced diplomas; and (5) the Australian government and the governments of the states and territories agree to: establish a single ministerial council with responsibility for all tertiary education and training; improve the scope and coordination of labour market intelligence so that it covers the whole tertiary sector and supports a more responsive and dynamic role for both VET and higher education; and expand the purpose and role of the National Centre for Vocational Education Research (NCVER) so that it covers the whole tertiary sector. Show less

In June 2009, the Workplace Research Centre at the University of Sydney (formerly known as [Australian Centre for Industrial Relations Research and Training] ACIRRT) was commissioned to provide a report to [the Council of Australian Governments’] COAG’s Apprenticeship Taskforce on how other industrialised countries are supporting their apprenticeship system during the current downturn. The project involved scrutiny of readily available publications and interviews/correspondence with 15 of the world leading experts in skills, labour markets and workforce development in the USA, UK, New Zealand, Ireland, Germany and Denmark. Two questions guided the project: (a) How are apprenticeship systems as currently structured responding to the downturn? (b) How can apprenticeship systems be structured to respond more effectively to downturns like this now and in the future? This research identified important insights into how apprenticeship systems evolve over time. These are summarised in the form of five challenges policy makers and stakeholders need to manage in the medium term: (1) the need to rebalance the blend of employment and institution based learning; (2) employers are the greatest and weakest asset in the apprenticeship system; (3) on-the-job training is a public good - not just something of benefit to the worker and employer concerned; (4) apprenticeship systems which give excessive priority to responsiveness in the short run appear to impair longer term adaptability; and (5) stakeholder cohesion is a prerequisite for establishing and maintaining quality apprenticeship systems. Two recommendations are made. The first is to promote Irish style intervention along with compensated short time work and green skill initiatives as a first step to achieving a joint stakeholder led revitalisation of apprenticeships which are actively supported by the government. The second is to provide clear direction on where apprenticeships sit within both the education system and the labour market.

Excerpt from published executive summary. Show less

This discussion paper reiterates the Australian Government’s commitment to provide an additional 450,000 training places over the next four years through its Productivity Places Program of which 275,000 will be for employers to train existing workers already in the workforce. It highlights a new industry demand driven approach to training delivery rather than the old supply driven approach of the previous government. Areas of skills needs will be identified through consultation with industry, then addressed through prioritising training in those areas. A new body, Skills Australia, will be established and existing Industry Skills Councils will have their roles strengthened to advise government on the training needs of the workforce and to liaise with employers and training providers to match training to specific training needs. New targets to halve the proportion of Australians aged 24 to 64 years without qualifications at Certificate Level III and above and double the number of higher qualification completions (diploma and advanced diploma) by 2020 will lead to better jobs for working Australians. The Job Seeker component of the Productivity Places Program commenced in April 2008 with the availability of 20,000 training places at Certificate II and III levels. This paper has been developed to provide all stakeholders with the opportunity to provide feedback to the Australian Government about the proposed architecture and implementation arrangements for the Productivity Places Program. Show less

In response to the findings of the Bradley Review of Australian Higher Education, the Australian government will invest in universities and the tertiary education system to drive comprehensive reform across the postcompulsory education and training sector. The government is proposing a phased 10-year reform agenda for higher education and research to boost Australia’s national productivity and performance as a knowledge-based economy. The program will involve: (1) transforming access to higher education through a major package designed to radically improve the participation of students from low socio-economic backgrounds (SES) in higher education, and enhance their learning experience; (2) promoting greater diversity and quality within the tertiary sector by phasing in a new system to allocate funding on the basis of student demand; support to encourage more students to choose teaching and nursing and to study overseas; and support for the renewal of student services and amenities; (3) providing funding certainty and creating a more sustainable higher education sector through higher indexation of teaching and learning grants; (4) ending historic funding cross-subsidisation by increasing funding for the full cost of university research, and enabling universities to strive for research excellence in areas of strength; (5) upgrading university and TAFE infrastructure to meet the teaching and learning requirements of students, teachers and researchers now and into the future; (6) establishing the Tertiary Education Quality and Standards Agency (TEQSA), which will provide the foundation for enhancing quality and accreditation in higher education; (7) reforming student income support, which will redirect assistance so that it reaches the most needy students to boost both their higher education participation and attainment; (8) supporting regional tertiary education provision with a review of regional loading, encouragement to explore new models of delivery and access to new structural adjustment funding for the sector; (9) building stronger connectivity between the higher education and vocational education and training sectors; and (10) forging a new relationship between government and educators built on mutual respect, trust and agreed funding compacts.

Excerpts from publication. Show less

The Department of Education, Employment and Workplace Relations (DEEWR) commissioned the author to write a series of papers on social inclusion/exclusion in order to build the knowledge base on social inclusion. They do not necessarily represent the views of the Australian Government. This briefing paper examines Indigenous social exclusion in terms of inequality in health, income, employment, criminal justice, housing, education, and the role of government intervention. Show less

The Australian government is aiming to improve remote participation and employment services and announced a review of existing arangements on 29 June 2011. New arrangements will be put in place by 1 July 2013 and the goal is that they be simpler, more integrated and more flexible than exising arrangements. Many people in remote areas lack the skills and work experience required to get and hold a job. Additionally, in most remote communities there are more job seekers than there are jobs. The new arrangements will focus on building individual capabilities, including foundational skills, improving employment services to get more people in remote locations into jobs and creating meaningful participation activities. The consultation strategy will be assisted by the Remote Participation and Employment Services Engagement Panel, and will involve community and stakeholder consultations. The consultations will guide and inform the design of the new arrangements. The purpose of this discussion paper is to gather public views on future arrangements for remote participation and employment services. The submission period ended on 12 October 2011.

Excerpts from publication. Show less

The Department of Education, Employment and Workplace Relations (DEEWR) commissioned the author to write a series of papers on social inclusion/exclusion in order to build the knowledge base on social inclusion. They do not necessarily represent the views of the Australian Government. This briefing paper examines the patterns and consequences of joblessness, profiles under-utilised workers, and discusses national economic consequences and possible strategies. Show less

The National Quality Council (NQC), through the Department of Education, Employment and Workplace Relations (DEEWR), engaged KPMG to develop a set of quality indicators and a resultant reporting mechanism for state and territory Registering and Course Accrediting Bodies (RCABs). These quality indicators and reporting mechanism are to be used to gain an indication of RCAB performance against the Australian Quality Training Framework (AQTF) 2007 Standards for Registering Bodies and AQTF Standards for Course Accrediting Bodies (collectively referred to as the AQTF Standards), respectively. Phase one involved the development of eight quality indicators for Registering Bodies and a set of seven quality indicators for Course Accrediting Bodies. Phase two involved the development of the option for the mechanism, as endorsed by the NQC. This report presents the outcomes of phase two, including the reporting mechanism, user guides, process map and recommendations on implementation and resourcing.

Excerpts from publication. Show less

Keep Australia Working is the government’s strategy to protect jobs and support business in the current economic environment. Key areas include: a nation building economic stimulus plan; helping business; and helping workers. This final report is part of a whole-of-government strategy to support Australian jobs. It details Australia’s current employment outlook, actions already taken and describes initiatives to address challenges of the future as the economy recovers. In order to support outcomes now and build long term capacity, major initiatives to build job and training opportunities include: a new Apprentice Kickstart Package to accelerate the take-up of apprenticeships in order to support the availability of trade skills in crucial sectors of the economy; a second round of the Local Jobs Stream of the Jobs Fund, targeted specifically at green jobs to support the transition to the economy of the future; a second round of the Get Communities Working Stream of the Jobs Fund to give priority to intermediate labour market models of social enterprise; setting up an Office of Employment Co-ordination to build further opportunities to connect job seekers with employment opportunities; expanding Keep Australia Working financial information seminars and job expos; and improving information for people and organisations affected by the global recession. The interim report was released on 8 July.

Excerpt from published summary on DEEWR website. Show less

Preparations are being made for the Sixth International Conference on Adult Education (CONFINTEA VI), 'Living and learning for a viable future - the power of adult learning', to be held in Brazil in 2009. As part of these preparations, member states are requested to prepare a national report on the developments in adult learning and education since 1997 (CONFINTEA V), on the current state of the art and future challenges of adult learning and education. These reports will constitute a major input for the Brazil conference, help to prepare a regional synthesis for the regional preparatory conferences and supply critical data for a Global Report on Adult Learning and Education (GRALE).

This overview provides brief information on current issues and broad structural features in the Australian post-school education system, including information on the responsibilities of different levels of government. The remainder of the report discusses developments in adult learning and education in Australia since 1997. Most Australian adult learners participate in the general post-school education sector. The courses they enrol in are available to learners of all ages and prior education experience who meet the prerequisites of the course. There are also a number of government programs and non-formal education courses which are tailored towards adult learners. The adult community education (ACE) sector of the Australian educational system covers an extensive range of educational activities undertaken outside the main vocational and academic streams, including vocational programs which have an employment related focus and are designed to equip students with specific professional skills and non-vocational programs which contribute to the overall personal, cultural and social development of an individual. Within ACE, there are two main types of vocational training programs: (1) formal programs, which may lead to a qualification recognised under the Australian Qualifications Framework (AQF) or other certificates; and (2) informal programs, which do not result in attainment of a recognised qualification. The main issues adult education needs to address in Australia include: responding to the skill shortages which have emerged as a result of Australia's period of prolonged economic growth; responding to Australia's ageing population, which necessitates more training targeted to adult learners; responding to the demands of globalisation; adjusting to advances in information and communication technology (ICT); fostering the development of language, literacy and numeracy skills and self-confidence of adults, particularly those from non-English speaking backgrounds; streamlining skills development through a range of approaches such as recognition of prior learning; and increasing participation in formal and non-formal learning by engaging the disengaged in order to increase social inclusion. Show less