We are pleased to present the Victorian TAFE Association’s Policy Statement as a platform for a highly successful vocational education and training (VET) system in Victoria.
This Policy Statement outlines an agenda for change for Victoria’s VET system. It proposes a bold VET Strategy to 2025 underpinned by strong commitment of stakeholders and policy actions that recalibrate the system to meet the challenges facing Victoria’s evolving economy and communities.
pdf VTA Response to the Essential Services Commission Vocational Education & Training Fee and Funding Review (530 KB) (June 2011) pdf VTA Submission re Inquiry into Agricultural Education & Training in Victoria (833 KB) (Sept 2011)
Skills Victoria has released a Report advising on the development of the Victorian Tertiary Education Plan. The VTA Response considers the recommendations of the Report.
The VTA's Response to the Deputy Prime Minister and Minister for Education, the Hon Julia Gillard MP, major review of Australia’s higher education system.
The VTA's Response to the Victorian Government's April 2008 Securing our future economic prosperity: discussion paper on skills reform.
The VTA's Comparative Discussion Paper on Workforce Planning in TAFE and its appendices. Each state (including the territories) is attempting to deal with the issues of a changing environment and workforce in a way suited to their particular circumstances. A comparison of these approaches will highlight best practices and generate further ideas for workforce planning and development initiatives for Victoria.
2005 — 2006
2003 — 2004
pdf Back Door to University or Front Door to Open Learning? Submission Prepared in Response to: Varieties of Learning: the Interface Between Higher Education and Vocational Education and Training (614 KB) (Sept 2002)
pdf Implementing Succession Planning Strategies in TAFE (89 KB) (September 2002)
pdf VET Educator Careers and Job Classifications : A Discussion Paper Prepared for the VTA (110 KB) (August 2002) by Professor Gerry Griffin & Fitzfin Consulting Pty Ltd
pdf TAFE Workforce : The Continuous Transition : A VTA Discussion Paper (96 KB) (August 2001) Arising from the VTA Search Forum "The Future of the TAFE Workforce Search" 21-22 August 2001
pdf Online Learning and Innovation (88 KB) (June 2001) Monograph Series 2:2 June 2001
pdf The VET Professional and TAFE Teacher Qualifications (376 KB) (March 2001) Monograph Series 2:1 March 2001
pdf Key Performance Measures in Vocational Education and Training - A Discussion Paper (88 KB) (October 2000) Monograph Series 1:2 October 2000
pdf Educational Autonomy TAFE and Autonomy - Beyond Corporate Governance (216 KB) (July 2000) Monograph Series 1:1 July 2000
pdf Victoriia's Apprenticeship and Traineeship System: A Critical Analysis (110 KB) (March 2000) A submission to the Review of the Quality of Training in Victoriaís Apprenticeship and Traineeship System
pdf The Quality of Vocational Education and Training in Victoria (125 KB) (May 2000) A submission to the Senate Employment, Workplace Relations, Small Business and Education Committee
pdf Submission to the Inquiry into the Appropriate Roles of Institutes of Technical and Further Education (42 KB) (October 1997) House of Representatives Standing Committee on Employment, Education and Training
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A report on the National Survey of Vocational Education and Training (VET) Practitioner Skills, conducted October-November 2009 by John Mitchell & Associates.
Bradley Review of Higher Education (May 2009)
The Australian Government's Review of Higher Education Report.
Skills Reform Policy Paper (September 2008)
The Victorian Government's statement, Securing Jobs for Your Future - Skills for Victoria
pdf Response to the DIIRD Better Regulation Project (109 KB) (September 2007)
TAFE Directions: Balancing Tertiary Education – The TDA 2007 Election Manifesto(September 2007)
TAFE Directors Australia released Balancing Tertiary Education: an Election Manifesto from TAFE Institutes Detailing a Response Framework to the Skills Crisis for the incoming Australian Government at the recent TDA 2007 National Convention staged in Melbourne.
The media release, convention papers and keynote speeches can be found at the TDA website.
The Victorian TAFE Association welcomed the opportunity to provide input to the Productivity Commission Review of the National Agreement for Skills and Workforce Development (NASWD). The VTA would like to use this opportunity to provide comment on a number of areas, including:
• Equal treatment of sectors
• The unique role of the public provider
• Developing all capabilities
• The Victorian TAFE model
• More than apprentices
The Association intends to provide additional comments at the release of the Review’s interim report in 2020.
The Victorian TAFE Association welcomed the opportunity to provide input to the review of senior secondary pathways into work, further education and training. Our response is built around seven themes, including:
• The dominance of the university narrative
• Senior secondary structures
• Regional drain
• Equal treatment of sectors
• Career advice
• The breadth of the VET sector
• Youth in TAFE
• Senior secondary pathways and lifelong learning
The Victorian TAFE Association made a submisison to the Victorian Parliament's Economy and Infrastructure Committee inquiry into sustainable employment for disadvantaged jobseekes.
The Victorian TAFE Association made a submission to Promoting Participation and engagement for Koorie Learners in VET. The Association's response focused on four key areas, including:
- Maximising engagement
- Leveraging existing programs
- Community Service Obligation funding
- The strength of the Victorian TAFE model
The Victorian TAFE Association provided a response to the Australian Qualifications Framework (AQF) Review. The response is built around a number of themes, including:
- The AQF hierarchy
- Volume of Learning and credit points
- Generic skills and coordination
The Victorian TAFE Association submitted a response to the Review of the Higher Education Provider Category Standards. The submisison drew attention three key areas, including:
- Broadening the view of research
- Amending provider category standards
- Tertiary bias
- The Victorian TAFE model
- The breadth of the VET sector
- Career advice and aspiration
- Coordination and leverage
- Student support
- Commissioner for Regional, Rural and Remote Education
The Victorian TAFE Association welcomed the opportunity to respond to the Expert Review of the Vocational Education and Training (VET) Sector. The submission drew attention to a number of issues, including:
- The strength of the Victorian TAFE model
- The breadth of the VET sector
- Applied research and innovation
- The whole education sector
- Equal treatment of sectors
- Lifelong learning
- National training packages
- Career advise
- International education and training
- Leverage, harmonisation and coordination
This submission briefly responded to a number of themes, including:
- The New Enterprise Inventive Scheme
- The TAFE network
- Addressing conflicts
The Victorian TAFE Association welcomed the opportunity to provide input to this discussion paper.
The VTA and the Adult, Community and Further Education(ACFE) Board commissioned Victoria University’s Centre for International Research onEducation Systems (CIRES) to conduct research on levels of collaboration between the two sectors. The research was motivated to explore mechanisms that encourage effective collaboration between TAFEs and Learn Locals in the provision of adult, community,technical and further education and support services within Victorian communities.
The VTA welcomed the opportunity to provide input to the Standing Committee on Employment, Education and Training's Inquiry into Funding Australia's Research. The VTA provided commentary on the following -
* Broadening scope and understanding
* Supporting TAFE research
* Maximising research impact
The Victorian TAFE Association welcomed the opportunity to respond to Reporting on Literacy and Numeracy attainment in Victorian senior secondary qualifications – Consultation paper. Specifically, we have commented on the following:
• A broader review
• Nature of assessment
• Including multiple touchpoints
• Student diversity
• Leveraging from other jurisdictions
• Senior schooling in TAFE
The consultation paper notes a “community expectation” that “thirteen years of schooling” will enable students to enter the “workforce, further education or training with adequate levels of literacy and numeracy”. Despite this expectation, “perceptions” abound that “adequate levels of literacy and numeracy proficiency” are “not universally being realised”, leading to calls from “employer groups and some in the broader community” for “greater focus on ensuring that students have the necessary literacy and numeracy skills at the conclusion of their secondary schooling to enable full and successful participation in society and the economy”.
The Victorian TAFE Association (VTA) welcomed the opportunity to respond to issues outlined in Addressing issues relating to unduly short courses – discussion paper.
The VTA response is grouped into a series of themes, including:
➢ Unduly short, or other factors?
➢ Product Disclosure Statements: An alternative approach
➢ Definitional matters
➢ Performance-based regulation
➢ Support for disadvantaged cohorts
➢ International education: market ramifications
➢ Working with all stakeholders
➢ A deeper review
The Victorian TAFE Association (VTA) welcomes this opportunity to respond to Training Product Reform: Issues for Discussion.
Our response is structured according to a series of themes, including:
➢ Future, Foundation and Technical Skills
➢ Creating durable qualification: unit banks, common core units and broadening the outcome
➢ The teacher workforce
➢ Understanding and evaluating each piece of the puzzle
The VTA is, in-principle, supportive of the proposal to provide learners with a spectrum of skills that comprises technical skills, foundation skills and futurework skills, and for a greater emphasis of theoretical underpinnings to be delivered in technical units. We consider these proposals will give learners the ability to meet and adapt to the increasingly changing requirements of work and life, providing learners with skills that can be transferred across work and life scenarios and maximise future employability.
The Victorian TAFE Association welcomed the opportunity to provide comment on the Migration Amendment (Skilling Australians Fund) Bill 2017 and the Migration (Skilling Australians Fund) Charges Bill 2017. The VTA would like to provide a brief comment on the following.
- Funding nexus
- Contradictions in objective
- Funded training
- National partnership agreement
The Victorian TAFE Association welcomed the opportunity to respond to the Victorian Parliament’s Economic, Education, Jobs and Skills Committee review into careers advice activities in Victorian schools. The Victorian TAFE Association would like to present a response crafted around seven themes, including:
- Secondary education in TAFE
- Career services and lifelong learning
- The breadth of the TAFE Network
- Recognising student diversity
- Stakeholder engagement
- Facilitating a strong careers adviser workforce
- Career advice and sustainability
The Victorian TAFE Association welcomed the opportunity to respond to the Review of the National Vocational Education and Training Regulator Act 2011 and provided commentary to broad principles that it considers should guide any reform of the Act and supporting regulatory instruments, including:
- A tertiary regulation review
- Provider differentiation
- Avoiding duplication and ensuring consistency
- Subordinate legislation and instruments
- VET teacher registration
- An outcomes-based approach
- Other recommendations
The Victorian TAFE Association welcomed the opportunity to respond to the Independent review into regional, rural and remote education, and provide commentary through a series of ‘themes’ that it considers should be taken into account as part of the review. These themes included the:
• need for a holistic review
• benefits of multi-generational considerations
• regional diaspora and innovation ecosystems
• benefits of educational devolution
• regional skills and unemployment nexus
• breadth of the VET sector
pdf VSL Review Response May 2017 (432 KB)
The Victorian TAFE Association welcomed the opportunity to respond to the Review of the VET Student Loans course list and loan caps methodology Discussion Paper. The VTA’s comments can be grouped into two broad categories, including course lists and course fee caps. In short, the VTA provided comments on the following issues to help make the current policy fairer, less onerous and more efficient:
- Superseded, transitioning and updated courses
- Capacity to add courses
- Loan caps and bands
- Comment on miscellaneous matters
pdf Innovation and Science Australia VTA Response May 2017 (403 KB)
The Victorian TAFE Association welcomed the opportunity to respond to the 2030 Strategic Plan: Issues Paper released by Innovation and Science Australia, and provided commentary on a number of matters that highlighted the important role played by VET in supporting and underpinning Australia’s innovation system and the challenges that are faced. These include:
- The role of TAFE in enterprise innovation
- Lifelong learning and skills development
- Regulation, federation policy and educaitonal innovation
- Unleashing the gazelle in each Australian
- Engaging TAFE and the VET sector in Australia’s formal research and innovation system
- The ‘Innovation Ecosystem
The Victorian Department of Education periodically publish Victorian Training Market Reports. The most recent Victorian Training Market Report (the Report) was published in May 2016 for the year 1 January 2015 to 31 December 2015. The Reports were published quarterly in 2012 and 2013. In 2014 the arrangements changed to half-year and full-year reports.
This summary paper aims to draw out key messages for VTA members from the report’s 153 pages of data and commentary.
The VTA recognises and endorses the important role VET FEE‐HELP plays in removing some of the financial barriers to study and encouraging students to pursue further study in vocational or higher education. The principle of universal access has underpinned the Australian VET system since 1975.
The VTA also supports the Australian Government’s concerns over the quality, probity and conduct of some providers, low completion rates and unethical practices, and acknowledge that there are insufficient safeguards in place to protect students from unethical behaviour or regulatory powers for ASQA to mitigate this behaviour.
The focus of this submission is that the inquiry has the opportunity to look beyond the university sector as the predominant and even sole site of 'innovation and creativity' for the purpose of research and partnering with industry within the broader perspective of innovation and the associated incentives to innovate, commercialise and disseminate that innovation. We argue that public VET providers can play a much greater and central role in this process. TAFE, in particular, is a missing link.
The VTA fully supports the Australian Government's objective to improving confidence in the VET sector by ensuring VET teachers and trainers are the strongest platform for high quality assessment, and welcomes the opportunity to respond to the Quality of Assessment in vocational education and training.
The VTA welcomes the opportunity to respond to the Review of Research Policy and Funding Arrangements and its associated issues paper.
The focus of this submission is that the review has the opportunity to look beyond the university sector as the predominant and even sole site of significant research and development and conceive the issue of research policy and funding arrangements within the broader perspective ‘innovation’ and the associated incentives to innovate, and to commercialise and disseminate that innovation. We argue that public VET providers can play a greater and more recognised role in this process. TAFE, in particular, is a missing link.
The VTA welcomes the opportunity to respond to the discussion paper ‘Victoria’s future industries. International Education’.
Victoria as a study destination and in the provision of education transnationally is attractive because it is clever, cultured, caring and connected. ‘Connected’ would be substantiated by: smooth and established relationships between education providers and sectors; quality assured digital learning and assessment; sophisticated systems and processes to connect to students globally; and strong industry and government partnerships onshore and offshore.
The Issues Paper brings together practical ideas that can improve stability in the Victorian VET funding system. Such proposals are welcomed by VTA because they incorporate an emphasis on quality and accountability. Victoria needs a VET funding model that explicitly acknowledges variations between providers and local industry, student and community demands on the VET system.
The Victorian Department of Education and Early Childhood Development periodically publish Victorian Training Market Reports. The most recent Victorian Training Market Report (the Report) was published for the year January 2014 to December 2014.
The pdf Draft National Strategy for International Education - for discussion (1.43 MB) was released for consultation in April 2015.
VTA supports the vision in the Draft Strategy that international education is a core element of Australia’s economic prosperity, social advancement and international standing.
The Victorian Government has identified international education as one of six sectors positioned to contribute substantially to the State’s growth. As noted in the Draft Strategy, Victoria has prepared a comprehensive international education strategy in consultation with stakeholders. VTA has found this to be a most valuable approach, strengthening stakeholder engagement and providing a clear line of sight to goals and strategic activities. The Draft Strategy will complement the Victorian International Education Strategy 2013-2018 most closely in building export markets, contributing to stability in the international education sector, and capitalising on the broader cultural and economic benefits of international education. A co-ordinated approach to Australia’s international education sector is necessary to ensure Australia remains competitive in this market.
pdf VTA submission to the VET Funding Review - CSOs and Student Services. (487 KB) (April 2015)
pdf VTA submission to the VET Funding Review - Responding in thin markets. (433 KB) (April 2015)
pdf VTA submission to the VET Funding Review - Compliance (399 KB) (May 2015)
VTA has elected to make several submissions to the VET Funding Review about key matters, including where government policy decisions impact on the ability of TAFE Institutes and dual sector Universities to be competitive in the current VET market, and to meet the needs of industry and their communities. These submissions draw attention to the role of VTA members to ensure access to vocational education across the State of Victoria.
This submission responds to the Discussion Paper Review of Training Packages and Accredited Courses. VTA also responded to the accompanying paper, Industry Engagement in Training Package Development, in December 2014.