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The inquiry into the education of students with disabilities, undertaken by the Senate Employment, Workplace Relations and Education References Committee in 2002, was established in response to concerns about the effectiveness of Commonwealth programs for students with disabilities and whether the needs of students with disabilities were being met in the schools sector and in post-secondary education. The terms of reference for the inquiry required the Committee to examine current policies and practices to determine their adequacy in meeting the needs of students with disabilities and to make recommendations to change the way the Commonwealth and states and territories discharge their responsibilities to these students. Submissions were received from: state and non-government school educational authorities and universities; parents and parent groups; peak disability groups; teachers and individual schools, teacher unions and university academics; and student and student organisations. The inquiry found that schools do not adequately meet the educational needs of students with disabilities and there are deficiencies in the preparation and continuing training and education of teachers. Show less

The Apprenticeships Reform Advisory Group was convened in September 2015 to provide advice to the Australian Government on options for reform of the Australian Apprenticeships system. Recommendations target three key reform areas - restructuring of apprenticeship incentives, a new pre-apprenticeship programme, and piloting alternative models of apprenticeship delivery - as well as providing options for broader systemic reform.

Seven recommendations go to the heart of encouraging apprenticeship opportunities using financial levers. The Advisory Group believes the Australian Apprenticeships Incentives Programme remains a vital mechanism for encouraging participation. In addition, the Australian Government should consider linkages between its skills programmes to better target investment in ways that support the creation of new apprenticeship places and enable workforce development. [The Advisory Group's] considerations for a new pre-apprenticeship programme have resulted in four recommendations that cut to the need for national consistency, defined stages of work readiness and improved connections between schools, young people and employers. For the final priority area, [the Advisory Group] provide five recommendations to support the validation of, and engagement with, existing alternative models of apprenticeship delivery.

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The objectives of the NT Indigenous Higher Education Policy Review were to: (a) Explore Indigenous perspectives of underlying principles of success in Indigenous higher education policy; (b) Identify cultural, socio-political and environmental factors that enable successful policy implementation from the perspectives of Indigenous 'users' of higher education policy; and (c) Explore the relationship between Indigenous perspectives of successful Indigenous higher education policy and practice, Northern Territory and national higher education policy, and Indigenous higher education enrolment and completion outcomes, in order to inform future policy reform and development.

This research took a mixed-methods approach incorporating: a policy review; semi-structured interviews with Indigenous higher education stakeholders; and Indigenous student higher education enrolment and completion outcomes data.

The project successfully explored Indigenous perspectives of success in higher education in the NT, and how higher education policy can most effectively cater to their needs. It is well documented that for policies to be effective, they must be guided by the needs and priorities of those who are served by the actions of governments and organisations and underpinned by long-term financial investment. The design, data collection, analysis and reporting processes of this research project were informed by the perspectives of Indigenous people who have extensive experience in both the NT and National higher education settings. They have seen various policy approaches develop and evolve over many years. It is these experts - with their lived experiences of implementing and using Indigenous higher education policies - as Indigenous people, whose perspectives matter. Although these policy lessons have been developed through exploring the history of Indigenous higher education policy in the NT, the underpinning themes of control and ownership are highly relevant to the national setting. Learnings from this project are particularly urgent for policy-makers to consider given current proposed reforms to the higher education sector. If deregulatory measures continue, we posit that this will have profound impacts on the engagement and participation of Indigenous people within higher education across the NT and nationally. Implementation of higher education policy goals - economic, social, cultural or otherwise - will continue to be constrained, and so too the achievement of 'success' no matter how it is defined.

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In 2012, the Council of Australian Governments (COAG) agreed on a National Partnership Agreement for Skills Reform which will: contribute to the reform of the vocational education and training [VET] system to deliver a productive and highly skilled workforce which contributes to Australia’s economic future and … enables all working age Australians to develop skills and qualifications needed to participate effectively in the labour market. At the heart of these reforms is the adoption of the Commonwealth proposal for a national training entitlement and a more open and competitive training market.

On 11 December 2013, the Senate commissioned the Education and Employment References Committee to examine technical and further education (TAFE) in Australia. The terms of reference for this inquiry were: (1) the role played by TAFEs in (i) educational linkages with secondary and higher education, (ii) the development of skills in the Australian economy, (iii) the development of opportunities for Australians to improve themselves and increase their life, education and employment prospects, and (iv) the delivery of services and programs to support regions, communities and disadvantaged individuals to access education, training and skills and, through them, a pathway to further education and employment; (2) the effects of a competitive training market on TAFE; (3) what public funding is adequate to ensure TAFEs remain in a strong and sustainable position to carry out their aims; (4) what factors affect the affordability and accessibility of TAFE to students and business; (5) different mechanisms used by state governments to allocate funding; and (6) the application and effect of additional charges to TAFE students.

This report contains the findings and recommendations made by the Committee. The report recommends: (1) that the Commonwealth work with its COAG partners on the National Partnership Agreement on Skills Reform to ensure that all States and Territories provide clear statements of policy direction on the role of TAFE in consultation with vulnerable industries; (2) the Commonwealth government work with its COAG partners to develop a partnership agreement establishing a minimum and adequate level of support for people with disabilities; (3) that resources and funding for the Australian Skills Qualification Authority be proportionally increased relative to the number of private providers entering the training market; (4) the development of improved government standards for registration of training organisations, as the current regulatory environment provides no guarantee of quality for students; (5) that COAG work towards establishing a formula for use in contestable funding decisions that reflects the true costs of TAFE delivering those services, and establishing a ‘managed market’; (6) that COAG work collaboratively to develop a national workforce strategy for TAFE that addresses the level and quality of teaching qualifications in the sector; (7) that COAG investigate the substantial increases in fees across the board; (8) that criteria for access to assistance programs for fees be examined to ensure that access to VET training is not inhibited by upfront cost considerations; (9) that the VET FEE-HELP Loan Fee of 20 per cent be reduced significantly in line with comparable financial industry products; and (10) full and immediate reinstatement of TAFE funding cuts by State Governments.

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In 2012, the Australian Government lifted previously imposed limits on the funding of bachelor-degree students at public universities. This new system was called ‘demand driven’ because it allowed universities to respond to student demand and allowed more students to benefit from higher education. On 12 November 2013 the Minister for Education appointed a review panel to look at and make recommendations in relation to the demand driven funding arrangements. The panel looked at the impacts of the demand driven system and whether it is increasing participation, improving access to students from poorer backgrounds and rural and regional areas, and meeting the skill needs of the economy. It explored whether there were any adverse impacts on quality and considered the long term sustainability of the system.

The report found that public universities have responded well to changes under the demand driven system and improved access for all students. It found the new system has allowed universities to be more responsive to student needs, driven innovation and lifted quality. The reviewers made 19 findings and 17 recommendations, including extending the demand driven system to diplomas, advanced diplomas and associate degrees, and to private universities and non-university higher education providers such as TAFEs. The reviewers believe that extending the demand driven system will expand opportunities for students, and lead to further innovation in courses and modes of delivery, and in the quality of teaching and graduates.

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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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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.

Excerpts from publication.

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

The Australian Qualifications Framework (AQF) is a critical part of the architecture of the Australian education and training system. It defines the essential characteristics, including the required learning outcomes, of the 14 different types of qualifications issued across the senior secondary education, vocational education and training (VET) and higher education systems in Australia. To retain their relevance and effectiveness, qualifications will need to respond to current and emerging workforce and social needs, be delivered in ways that meet learners' needs and circumstances, and be trusted by learners, employers and the community generally. The Australian government announced a review of the AQF in the 2017-18 budget. This document is the final report of the Expert Panel, chaired by Peter Noonan. It recommends significant reforms to the AQF.

Key findings and recommendations include: The AQF is widely used by the tertiary education sectors to underpin the validity, reputation and value of formal qualifications in the Australian education and training system; there are too many levels, the structure is overly rigid and there is a lack of clarity between the current AQF levels and qualification types; shorter form credentials, especially microcredentials, will have greater portability if they have some quality assurance; and an ongoing governance body will be required to give effect to decisions by Ministers on the recommendations of the Review of the AQF and to ensure that the AQF remains relevant, is effectively implemented and widely used.

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The Technical and Further Education Commission (TAFEC) was responsible for providing the government with information and advice on the needs associated with the development of technical and further education (TAFE) in Australia and the priorities for meeting those needs. Accordingly, this report contains recommended programs of financial assistance for technical and further education (TAFE) for the triennium 1977-79. TAFEC was concerned with obtaining the necessary resources to meet the range of needs that were being identified in TAFE. The central objective of the development of TAFE, in the view of the Commission, was to bring it to a position where it could function effectively alongside the other sectors of post-school education in Australia in order to increase the range of opportunities for school leavers and to produce the balance of skills required in the labour force. It was therefore essential that TAFE be furnished with a proper share of the available resources. In this, its first (and only) report, the Commission details the extent of the imbalance in the allocation of resources and the reasons why the Federal and State Governments must take responsibility for addressing this imbalance. The Commission advocated top priority in the 1977-79 triennium to the provision of additional student places in TAFE so that Australia could satisfy the skill requirements of the labour force during the next 25 years.

The summary of this report is indexed at TD/TNC 87.2219. Show less

This report sets out a new direction for labour market policy in Australia. It is the outcome of the work undertaken by the Committee of Inquiry into Labour Market Programs chaired by Peter Kirby, formed in late 1983 in response to government concerns over the deterioration of the labour market since 1970, resulting in high levels of unemployment and a number of groups being disadvantaged in terms of access to employment, including women, young people, those with disabilities, and older workers. This final report documents the Committee’s examination of labour market policy and programs and the context in which they were developed and its recommendations for improvements. The Committee focused on the ‘fundamental philosophical, systemic and structural questions that needed to be resolved to develop a coherent framework for government intervention in the labour market’. The report’s recommendations were designed to foster a labour market policy which would give greater emphasis to the needs of the individual for access to education, training and other support to deal with a variety of labour market conditions. It is also advised that there be less centralisation of administration and more involvement of employers, unions, and community groups in planning, policy formulation and review. The most important recommendation, however, was the proposal for a new structured training system for young people. The Australian Traineeship System (ATS) was introduced in 1985 as the cornerstone of the Commonwealth Government’s Priority One Program for young people. Traineeships would combine broad-based vocational education and training (VET) in education and training institution with work in a related occupation to form an integrated training system. It was also intended that graduates of the scheme would have the opportunity to progress to more advanced areas of education, training or employment if they wanted to. Other labour market programs introduced in 1985-86 in response to the Committee’s recommendations were a general wage subsidy scheme, Jobstart, the adult training program and the community training program. The Committee also recommended changes to advisory structures for employment and training. The report covers current labour market programs and government structures for education, training and employment, approaches to labour market intervention, labour market planning, traineeships for youth, trade training, further training and retraining for adults, the rationalisation of wage subsidy programs, community based programs, and new arrangements for advice and administration.

The overview of the Kirby report and recommendations is indexed at TD/TNC 87.1160. Show less