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The paper explores factors which will shape technical and further education (TAFE) in the 1990s, taking account of TAFE's strengths and weaknesses. It discusses new approaches to skills and competence, enterprise level training, and TAFE's public obligations. Goals include increased participation, meeting client needs, continuing renewal of curriculum, equity, skill assessment & recognition systems, and links with other sectors. Show less

This Agreement represents shared priorities between the Australian and state and territory governments in partnership with business and industry for vocational and technical education in Australia. It reinforces the commitment of these governments to support the implementation of new national training arrangements from 1 July 2005. This Agreement also demonstrates their commitment to work collaboratively in areas of national priority that support the long-term objectives for the training system as set out in Shaping Our Future, Australia's National Strategy for Vocational Education and Training 2004-2010 [available in VOCEDplus at TD/LMR 85.685]. The Agreement is being tabled in accordance with requirements of the Skilling Australia's Workforce Act 2005 [available in VOCEDplus at TD/TNC 83.246]. Included with the Agreement is the Framework for the New National Training System. The Framework has been agreed between governments and was developed following consultation with business and industry as well as other stakeholders and sets out arrangements for the operation of a national approach to training.

'Skilling Australia's Workforce 2005-08' mid-term review is available in VOCEDplus at TD/TNC 93.121. Show less

The Australian Government has significant financial and policy responsibility for higher education, while State and Territory governments retain major legislative responsibilities. Recent debate has suggested that there may be a need to re-think this arrangement to promote national consistency and transparency in key areas and ensure the capacity of Australia's universities to compete in both domestic and international markets. On the evidence currently available, there may be benefits in the Australian Government having a greater role in three key regulatory functions which are currently the responsibility of State and Territory governments.

Firstly, legislative differences mean that universities cannot always operate on a level playing field in seeking to expand and diversify their revenue sources through commercial activities. The Australian Government could play a strategic role in encouraging and achieving more consistency across jurisdictions and institutions in areas such as land use, power to invest and to operate outside jurisdiction of establishment. Secondly, governance and management in public universities have not always been responsive to changes in the operating environment over the last decade, for example, diversification of revenue sources and growth in commercial activity. All the State and Territory governments support implementation of the National Governance Protocols introduced by the Australian Government. Thirdly, there is an emerging consensus on the need for greater national consistency in recognition of universities and accreditation of courses and providers. It has been suggested that variations in the implementation of the National Protocols on Higher Education Approval Processes between the States and Territories are costly for providers seeking to operate in more than one State and Territory and confusing for consumers. They may negatively affect Australia's reputation for quality and consistency.

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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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This report of the Review of the National Innovation System recommends that steps be taken to stop the decline in Australia’s economic performance and to use the opportunity provided by the nation’s recent prosperity to develop a more innovative and productive society. The report provides the rationale for the study, noting the rapidly changing nature of innovation and highlighting the corresponding need to update Australia’s existing national innovation system and policy. A key task for the Review was to identify a set of National Innovation Priorities to complement the broad National Research Priorities already in effect. To this end, the Review Panel engaged in widespread consultation with industry groups and other parties around the country, and used this intelligence to identify areas for attention in terms of those under the direct control of the public sector and those whereby public innovation could overlap with complementary private sector innovative efforts. To manage and coordinate these priorities with those for research in public innovation programs, it is recommended that the proposed new National Innovation Council (NIC) be charged with ongoing evaluation and identification of synergies across programs. The Review process revealed shortcomings in the institutional framework that underpins the innovation system. The Review has recommended the following actions: (1) the creation of a ‘central brain’, the NIC, to achieve the coherence, flexibility and responsiveness necessary for effective innovation policy; (2) a framework of principles for innovation interventions for adoption by federal, state and territory governments to maximise the impact of public investment in innovation; and (3) the establishment of a National Centre for Innovation Research to enhance the rigorous and consistent evaluation of innovation programs. Show less

The Standards Policy Framework paper presents the [National Skills Standards Council’s] NSSC’s position on the policy that underpins the reforms required to the current standards for the regulation of vocational education and training. The NSSC is a committee of the Standing Council on Tertiary Education, Skills and Employment (SCOTESE), one of a number of Standing Councils that report to the Council of Australian Governments (COAG). A primary function of the NSSC is the development of national standards for regulation of vocational education and training for approval by SCOTESE. SCOTESE asked that the NSSC, as a priority, undertake a broad ranging review of the standards for the regulation of vocational education and training, focusing on issues of quality. Standards are critical to the appropriate and effective regulation of vocational education and training, ensuring the integrity of qualifications awarded to learners and supporting the achievement of both improved productivity and social outcomes for all Australians. The NSSC’s review has confirmed the need to reform the existing standards for the regulation of vocational education and training. Based on an analysis of available evidence and extensive consultation, the NSSC found that there are many instances of excellent practice in registered training organisations (RTOs) across the country, leading to quality outcomes. However, the NSSC was also made aware of the growing concern that excellent practice is not systemic across vocational education and training, with current delivery highly variable in terms of quality of qualification outcomes. Effective regulation of vocational education and training is critical to the reputation of the sector; the confidence of industry and employers in the value of the qualifications issued by RTOs; and individual learners and employees having the skills to effectively perform in the workforce. This paper presents the NSSC’s Standards Policy Framework which it considers critical to ensuring consistent, high quality vocational education and training and the integrity and reputation of vocational qualifications awarded to learners. Subject to agreement by SCOTESE, the Standards Policy Framework will provide the basis upon which draft regulatory standards are developed for presentation to SCOTESE for endorsement later in 2013.

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The Australian National Training Authority [ANTA] commissioned KPMG Management Consulting, in conjunction with Bob Marshman and Associates and the Group for Research in Employment and Training of Charles Sturt University, to undertake an initial review of the implementation of User Choice in 1998 and to design a framework for evaluation of the policy. This assignment constitutes Phase 1 of the National Evaluation of User Choice. The project brief for this assignment outlines three key purposes: (1) to undertake a national evaluation of the implementation of User Choice in New Apprenticeships against the principles and key features included in the Statement of User Choice Policy agreed by Ministers; (2) to develop performance measures and a methodology for evaluating the outcomes of the implementation of User Choice; and (3) to provide reports to ANTA as the basis for a review by Ministers of the implementation and operation of User Choice. The assignment has been separated into two phases.

This report covers Phase 1 and involves analysis/establishment of: (1) the extent to which the principles and key features of User Choice as identified in the [Ministerial Council for Tertiary Education and Employment] MINCO Policy Statement apply in the [vocational education and training] VET system; (2) key issues and/or difficulties which have been encountered in the implementation of User Choice and the implications of those for the Policy Statement; (3) measures for determining the outcomes of the implementation of User Choice for: (a) employers of apprentices and trainees, including those employers in small businesses; (b) apprentices and trainees, including access to training and outcomes for clients from National Strategy target groups; (c) VET systems generally and providers in particular; (d) cost-shifting between VET funded by industry, individuals and government; (e) benchmarks for the outcome measures, including the definition and collection of baseline data; and (f) a methodology for evaluation the outcomes and implementation of User Choice.

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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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The National Skills Agreement is a five-year agreement between Commonwealth and state and territory governments, working in partnership, to ensure that the national vocational education and training (VET) system provides high-quality, responsive and accessible education and training to boost productivity, deliver national priorities and support Australians to obtain the skills and capabilities they need to obtain well-paid, secure jobs.

As part of the National Skills Agreement, the Parties have committed to implementing improved funding arrangements, with a view to replacing the National Specific Purpose Payments for Skills and Workforce Development.

The National Skills Agreement replaces the National Agreement for Skills and Workforce Development (NASWD) [available in VOCEDplus at TD/TNC 104.531] which was established through the Intergovernmental Agreement on Federal Financial Relations.

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The Australian Government is undertaking a comprehensive review of the higher education sector to ensure that Australia’s higher education institutions are best placed to contribute to the nation’s future. This overview paper outlines the expectations of higher education and sets out some of the characteristics of the current system, the challenges the system faces and a number of the key issues that affect higher education. It raises a number of questions that are intended to inform the debate and invites comments and submissions on the issues it raises as well as on other issues relating to higher education. Included as attachments are: Background and statistics; Main policy developments of the last thirty years; Some different national structures of higher education; Diversity and performance of Australian universities.

The issues paper ‘Varieties of learning: the interface between higher education and vocational education and training’ is indexed at TD/TNC 71.378. Show less