Search Results

Previous Victorian State Profiles have outlined the way in which the Victorian State Training System has matured considerably over a period of years. Having established the main structural arrangements by 1994, the task Victoria set itself was to refine these structures and processes in the light of experience and evolving needs. The State Training Board has adopted a number of strategic themes to take the State Training System forward over the next few years and these are outlined in this Profile. In addition, the State Training Board has set itself a number of priorities including ensuring the continuing relevance, quality and cost effectiveness of service provision. The key features of the profile include: (1)increased delivery to occupational groups previously under-serviced by TAFE, predominantly at operator level; (2) increased provision of workplace leadership programs, in the workplace; (3) in several industries, a decrease in the provision of full-time higher level courses, reflecting both a recognition by industry of limited labour market demand and reduced numbers of school leavers seeking these courses; (4) increased language and literacy training, particularly in the workplace, both independently and as a component of other vocational training programs. Show less

This Vocational Education and Training Plan for Victoria for 1998 identifies proposed actions to be undertaken by the Office of Training and Further Education (OTFE) against priorities and key result areas agreed by the ANTA Ministerial Council. It sets out eight National Key Result Areas and planned levels of activity for OTFE for 1998. Show less

This policy statement from the Victorian state government outlines how it will work towards better targeting government support for vocational education and training (VET) through reform to minimise the risk of ineffective and inefficient operation of the market. These reforms will underpin a VET sector characterised by sustainability, high quality and direct industry engagement. The statement covers the following areas: (1) sustainability of VET; (2) quality of training through higher expectations of training providers, stronger monitoring and compliance checks, and user choice; (3) industry driven VET through a new model for industry engagement that will enable a stronger, direct industry voice in the development of VET, and additional support for critical and niche skill needs; (4) building trade pathways; and (5) stronger partnerships with higher education providers. Show less

Over the past six months, the Victorian Skills Authority (VSA) has worked to develop its first Victorian Skills Plan. This Skills Plan provides a 'skills roadmap'. It represents a new approach to connecting industry, learner and community insights and provides evidence for the provision of training and skills across Victoria aligned to current and future job needs. It identifies actions and the further work needed to build a robust skills base and shape the next generation of skills delivery strategies.

The Skills Plan focuses on the occupations and skills that industry and workers need and are delivered by the TAFE and training system, Adult Community Education and Higher Education. With evidence drawn from more than 60 local, national and global sources, enhanced through more than 100 consultation forums with industry, employers, unions, education and training providers and learners, the Skills Plan: delivers industry-validated insights on the scale and form of the issues facing Victoria; provides clear direction on the response required; and identifies priority actions to improve the training and skills sector.

Excerpt from publication. Show less

The Ministerial Statement draws on and complements the program of activities and policies across Government, within the Growing Victoria Together (GVT) framework, to support the development of Victoria as an innovation economy. The Statement will reposition Victoria's vocational education and training (VET) system to support the achievement of the Government's goals and targets for education. It will also support the Agenda for New Manufacturing's commitment to building a competitive, innovative and connected business environment. The Statement outlines the next steps to take in transforming the VET system from one that relates to an industrially based economy to one that assists firms to compete in the innovation economy and assists communities and individuals to gain the skills they need for the future. The next key steps are to: (1) reinvigorate TAFE so that it has a highly skilled workforce to provide innovative and relevant training for firms and for students preparing for active citizenship in the innovation economy; (2) develop new VET products to meet the generic skill needs of individuals and firms, to meet new and emerging skill needs, to value local customised responses and to improve learning pathways, and (3) implement a coordinated development of lifelong learning by linking VET (and the benefits of its close association with industry) to adult community education, schools and universities.

Seven projects were undertaken in the process of developing this statement. Reports from these projects are indexed from TD/VIC 70.03 to TD/VIC 70.07, at TD/VIC 70.14 and from TD/TNC 70.285 to TD/TNC 70.287. Show less

The Victorian Skills Plan for 2022 into 2023 (Victorian Skills Plan 2022) [available in VOCEDplus at TD/TNC 149.690] contained 11 actions and 36 initiatives to be implemented across industry, education providers and the Victorian Skills Authority (VSA) in the following three years to address priorities in skills provision. This implementation update covers the first-year actions and initiatives, and highlights the plan's role in prioritising and directing the VSA's work program and collaboration approach with key stakeholders and partners including the Department of Education (DE); the Department of Jobs, Skills, Industry and Regions (DJSIR); and DJSIR's Office of TAFE Coordination and Delivery (OTCD).

It also highlights the VSA's place-based engagement processes as well as its role in leading national Vocational Education and Training (VET) reform and supporting key government priorities. The actions and initiatives underpinning the Victorian Skills Plan 2022 are based on three key themes: (1) Promoting post-secondary education skills and career pathways; (2) Lifting participation in education and training; and (3) Delivering the right skills for the jobs of today and tomorrow.

Edited excerpts from publication. Show less

This ministerial statement outlines priorities for postcompulsory education and training. It is part of Victoria's contribution to the national debate. The statement focuses on expanding participation in postcompulsory education and training. This includes setting new targets for participation and removing the barriers to provide pathways between schools, TAFE, higher education, further education and work. To achieve this, stronger and new partnerships with industry, business and the community will need to be established. Show less

The Victorian State Training Board’s mission is to build a world class, vocational education and training system to produce a skilled and empowered community to: (i) support the competitiveness of Victorian industry and business; and (ii) enhance the social and economic opportunities of Victorians. The Board has identified a number of strategic directions which it will pursue to fulfill its mission, and these are outlined in the profile. Key initiatives include:

development of a quality management framework, which takes account of Victoria’s devolved State Training System (STS) and builds on quality initiatives already taking place;

use of an integrated planning system which ensures effort will be appropriately distributed between industries and further education on the basis of industry training plans, industry and economic forecasts, and local needs;

a commitment to implement the AVTS and Modern Australian Apprenticeship and Traineeship Scheme (MAATS), consistent with parameters agreed through ANTA MINCO. Show less

This document comprehensively details the plan for vocational education and training for Victoria in 1994. It looks at: the state planning context (including the State Training Board and the state training system, adult community and further education, demographic, economic and labour market factors, planning and resource allocation, priority issues and targets, groups with special needs and industry priorities); growth funds initiatives; national programs and projects; capital development plan. Show less

On 10 February 2006, the Council of Australian Governments agreed to a national reform agenda and this skills strategy is designed to complement it by setting out Victoria's action plan, and associated funding, to: increase young Victorians' involvement in education and training; provide more opportunities for Victorians of all ages to upgrade their skills; introduce more flexibility and choice for students; match training priorities to business needs; and help people of all ages participate in the workforce. The aim is to ensure that: Victorians have better skills, and more of them, to better function in an economy increasingly driven by innovation; the state is able to meet the challenges of an ageing population in an environment where there could be skills shortages in some industry sectors, and is equipped to prosper in the face of increased global competition. The four actions guiding the strategy are: (1) 'starting earlier' by providing greater opportunities for students to participate in vocational education and training while at school; (2) 'learning longer' by encouraging new entrants, existing workers and adult learners to develop skills throughout working life, thus retaining workers to meet future skill needs; (3) 'getting smarter' by giving all Victorians access to opportunities to increase their skills levels; and (4) 'making it easier' by providing individuals and employers with easy access to information about training options, ensuring that the education and training system can respond to future skills needs in a timely and efficient way. Show less