VET data

The Scan #175 11 December 2015

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News

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VET FEE-HELP skewering system

 

Calculator11 December 2015      |       Explosive growth in the VET FEE-HELP scheme has masked massive direct public disinvestment in vocational education and training. While a report by NCVER shows a notional growth of 1.7% in 2014 over 2013 (plus $141.0 million, from $8512.4 million to $8653.4 million), it’s all in VET-FEE Help payments: actual direct expenditure by governments, including the Commonwealth declined markedly VET FEE-HELP.  VET funding through state and territory governments fell almost $320m, while fee-for-service ¬revenue — largely contributed by businesses — fell more than $130m. Federal government funding through channels other than VET FEE-HELP fell almost $500m.  Financial information 2014 shows that VET FEE-HELP is supplanting traditional forms of VET financing, as state governments and businesses withdraw hundreds of millions of dollars from the sector. Government spending fell $416m last year, even though Canberra shovelled an extra $1.06 billion into VET FEE-HELP….[ READ MORE ]…..

Innovating an “ideas boom”

Innovation

7 December 2015      |       Prime Minister Malcolm Turnbull unveiled his much-anticipated Innovation Statement, saying he wanted to drive an “ideas boom”. The statement allocates almost $1.1 billion over the next four years to promote business-based research, development and innovation.

A key focus of the plan revolves around strengthening ties between the business community, universities and scientific institutions.
A $200 million innovation fund will co-invest in businesses that develop technology from the CSIRO and Australian universities. CSIRO will also get an extra $20 million to help commercialise research outcomes.
The mechanisms for funding university research are being simplified, with more focus on industry collaboration and less on publishing articles in academic journals. The six block grant schemes will be collapsed into two, with equal rating for research excellence and income from industry. The government will add $127 million in funding for university research over the next four years.
The previously endangered National Collaborative Research Infrastructure Scheme will receive $1.5 billion over 10 years for projects such as ocean monitoring, advanced manufacturing and medical research.
There will also be $800 million over the decade for two major scientific projects: the Australian Synchrotron in Melbourne (which uses light beams a million times brighter than the sun to generate discoveries) and the Square Kilometre Array (the largest radio telescope ever constructed).
The government will spend $84 million “inspiring” Australians in digital literacy and science, technology, engineering and maths (STEM). This includes new money to upgrade teachers’ digital skills, educational apps and $13 million to boost the participation of girls and women in STEM….[ READ MORE ]…..

Research quality soars

5 December 2015     |     The inaugural State of Australian University Research 2015–16: Volume 1 ERA research2National Report comprehensively details the quality of Australian university research benchmarked against world standards.  It identifies the excellence in research across a broad range of universities and the outstanding performances in areas of specialisation. Overall the quality of Australian university research continues to improve. The report confirms Australia’s university research performance is amongst the best in the world. In 2015, 89% of the assessed research areas in Australian universities is rated as world class, up from 68% in 2010….[ READ MORE ]…..

Phoenix crashes…and burns

Phoenix

5 Decemebr 2015    |      Melbourne’s Phoenix Institute has shut down its “real world division” (that is, its face-to-face, classroom rather than online delivery) as a result of a federal government crackdown which has seen VET FEE-HELP funding to the entire sector frozen and legal action initiated by the ACCC. Some 260 transpersonal counselling and art therapy students are affected by the closure.  Phoenix is one of a large number of colleges to have grown exponentially through its sale of online diplomas around Australia, using government money under the VET FEE-HELP scheme.It started the year claiming $200,000 per month from government to pay for courses, but by September, it was applying for a variation, claiming an annual payment of $300 million – or $25 million per month – a 125-fold increase….[ READ MORE ]….

Crackdown looming 

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4 December 2015    |    New rules to better protect students in the vocational education and training sector will come into effect from 1 January 2016 with the passage of the Higher Education Amendment (VET FEE-HELP Reform) Bill 2015 on 3 December. The changes a requirement providers assess the student’s capacity to undertake the course for which they are enrolling.  Ahead of the introduction of a new funding model in 2017, the total loan limit for existing VET FEE-HELP providers will be frozen at  2015 levels. There will also be tougher entry requirements for registered training organisations seeking to become a VET FEE-HELP provider….. [ READ MORE ]…..

Vocation collapses entirely

Vocation snip30 Novemebr 2015    |    Less than a week after going into voluntary administration education and training services company Vocation has been closed down, leaving 150 of its 180 employees without a job and more than 10,000 students in limbo.  In a statement on Monday 30 November 2015, administrators Ferrier Hodgson advised that as a result of further customer contract terminations, the lack of available liquidity to fund operations and the lack of ongoing support from key stakeholders, the voluntary administrators of Vocation Ltd have had no alternative but to cease the majority of the company’s operations effective from 30 November 2015...[ READ MORE ]….

ACCC hits up Phoenix for $106 m

26 November 2015    |  The Australian Competition and Consumer

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Loot in the bag…?

Commission (ACCC) has accused leading VET provider Phoenix Institute of false, misleading and unconscionable conduct and is seeking recovery of $106 million in Commonwealth funding through VET-FEE HELP.   The ACCC claims Phoenix tricked disadvantaged people into signing up for multiple courses and incurring large debts to the Commonwealth.  The alleged victims included those with intellectual disabilities, and people on Aboriginal communities. Sales people authorised by Phoenix signed them up to multiple online diploma courses which cost $18,000 each, even though some did not have access to the internet or computer skills.  The Australian Skills Quality Authority (ASQA)  has also announced that it proposes cancelling Phoenix Institute’s registration as a training organisation, meaning it will then be ineligible for further government funding ….[ READ MORE ]….

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UA News

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Go8 Nov

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NCVER Insight November 2015

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Milestones

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Murdoch names new vice-chancellor

3 December 2015

……………………………………………………………………………………………………… Internationally experienced university leader and academic, Professor Eeva Leinonen has been selected as Murdoch University’s next vice-chancellor, which has been shaken for more than a year by power struggles and a probe by the West Australian Corruption and Crime Commission..

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Eeva

Professor Leinonen is currently a deputy vice-chancellor at the University of Wollongong, a role she has held since 2012. Prior to this she was Vice Principal (Education) at King’s College London.

She has an academic background in linguistics and psychology and has extensive experience in higher education in the United Kingdom, Europe and internationally, including 19 years at the University of Hertfordshire, where she served as Deputy Vice Chancellor and Dean of Health and Human Sciences.

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Comment & analysis

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Venting about VET 

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25 November 2015     |    An RTO operator, who wishes to remain anonymous (fair enough),  laments that the reputable “sprats”, such as herself, are being caught up in the net intended to catch the “sharks” in the VET ocean.

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Governments in Australia extol the virtues of small business – for their contributions to employment and innovation, for example – but in the training industry “small” is starting to be an impossible feat.  It’s getting to the point that an RTO can only survive if it has an extremely large scope and doesn’t specialise, as that gives it the flexibility to game the system to survive constant funding and regulatory changes.

…what we have seen in recent times is the proliferation of “sharks” in the VET ocean – alpha predators, who are big mean and nasty.  Governments are casting a net – not before time, either – to at least rein them in.  But the VET “sprats” – smaller reputable providers – are emerging as “collateral damage”, caught in the net intended to capture the sharks and subject to an ever increasing burden of regulation which, in context, is unnecessary.  By and large, the sprats aren’t the problem authorities are trying to net.

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Once was TAFE

8 December 2015

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There’s been a growing chorus of outrage over the looting of VET FEE-HELP by a handful of VET providers, coupled with disbelief that the government and regulatory agencies could have had such lax safeguards as to allow this to happen. It was all perfectly predictable. On 29 April 2012, The Scan published Once was TAFE, a commentary on the then Victorian government’s introduction of so-called “competitive neutrality” in the public funding of VET. It’s a piece that has stood the test of time. It does beggar belief that having been witness to the chaos that was occurring in the Victorian system courtesy of open access to funding and manifestly inadequate regulatory procedures, the Commonwealth could basically repeat the mistakes of Victoria in extending access to VET FEE-HELP – and then let it run unchecked for a couple of years. 

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The past couple of years have been like Christmas time for carpetbaggers in the Victorian VET sector. The “skills reform” initiated by the former Labor government opened up public funding of vocational educational and training provision to all comers.  And as to the field of dreams, the private RTOs have flocked.   At the end of September 2011, 721 providers were delivering government subsidised enrolments in Victoria, almost 80 more than at the same time in 2010 and 160 more than in 2008. The share of government subsidised enrolments by private providers increased from 14% in 2008 to 36% at the end of September 2011 and is now in excess of 50%.

These are sudden and dramatic shifts, which have resulted in the apparent destabilisation of a number of the public TAFE institutes.  In 2011, the combined surpluses of the 14 standalone TAFEs in Victoria, which fund really important things like infrastructure and facilities, halved, from$192m to $98m.  Analysis by sector specialist Gavin Moodie reveals that if you discount one-off capital items, the underlying operating results are pretty bleak, with only 4 of the 14 standalone TAFEs operating in the black.

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9 December 2015

Beggaring belief

Fairfax Media reports on the $1 million cost to taxpayers of completed Human Resource Management Diplomas at the so-called Australian Institute of Professional Education (AIPE) – Aussie dollars$111 million paid out in VET FEE-HELP in 2014 for just 117 completions.  Meanwhile The Oz reports that the Australian Competition an Consumer Commission is taking a third provider – Empower Institute – to court over allegations of “misleading or deceptive and unconscionable conduct” when marketing its courses to remote communities across the country (it will follow Unique International and Phoenix College to the Federal Court dock) – it enrolled 14,000 in 2014 for just 5 completions, which would work out at over $10 million for each completion !!!  

And while  VET FEE-HELP was being looted, what was ASQA, the sector regulator, doing?  Not a lot it seems: it got around to launching an investigation into AIPE in November 2015 – that’s right, last month. 

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Anatomy of a scandal

How did the Australian VET system get here?

8 December 2015

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Jim Davidson, a former senior official of both the Victorian and Commonwealth governments and now a Senior Honorary Fellow of the LH JimMartin Institute, dissects the  crisis now enveloping the VET sector. As as he asks: How  could this have happened?  Good question. He says future policy responses by government need to deal with the root causes of the current growth in VET FEE-HELP and not further exacerbate the issues caused by the current policy settings.  And he proposes that an immediate measure should be  a moratorium on VET FEE-HELP loans for online course delivery and establish an enquiry to formulate appropriate requirements and costings for online delivery of nationally accredited qualifications including a benchmark completion rate.  It’s a bit of a no-brainer: ALL the providers under investigation and/or being prosecuted by the Australian Competition and Consumer Commission have one thing in common: online delivery.

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8 December 2015

ACPET dismayed, too

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Rod Camm2ACPET’s Rod Camm expresses dismay over the raft of changes in relation to VET FEE-HELP legislated last week  -and fair enough, too, because the blameless will be collateral damage in cracking down on the utterly blameworthy rorters.  But Camm also poses the question that has occurred to most VET sector participants and observers: how could this have been allowed to happen?  He answers the question thus: 

Without….checks and balances this could only mean Government has been approving this phenomenal growth, in a relatively small number of public and private providers, blind.

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Print

Of course the last week was, and the week coming, will be dominated by discussion about the Higher Education Support Amendment (VET FEE-HELP Reform) Bill 2015.

As you would all be aware, the Government introduced the changes with no forewarning or consultation.

On hearing of the changes, I flew to Canberra to meet with Ministers, the Opposition and Senators in an attempt to rectify the problems, particularly the Freezing of VFH accounts at 2015 levels. Unfortunately, the Bill was passed that day, less than 24 hours after it was introduced.

Many members have expressed their concerns and it is important that you continue to do so. What disappointed me was that I, along with other representatives from the sector are appointed to a VFH Reform Working Group. To be on this group we were required to sign detailed confidentiality agreements. The Group only met a week ago where we discussed a range of reforms. Unfortunately there was not a word of the changes the government was about to introduce. Not sure I will attend this group again.

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The importance of universities to Australia’s prosperity

28 November 2015

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 Universities Australia commissioned Deloitte Access Economics to analyse the contribution that universities make to Australia’s economic and social prosperity. This work was undertaken to inform the development of Universities Australia’s Keep it Clever—Policy Statement 2016.  The report seeks to present a comprehensive and coherent framework of benefits generated by universities. This includes examination of the conceptual role of universities in Australian society and how they contribute to the success of the nation, as well as a more detailed analysis of the benefits directly attributable to universities. The scope of the analysis does not include a detailed examination of the economic activity generated by university operations, but rather examines the contribution made to the productive capacity of the economy through universities’ teaching and learning, research discovery and adoption, and community service activities.

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As institutions, universities embody social, economic and intellectual resources which combine to generate benefits on a local, national and global scale. They equip students with the knowledge and skills that allow them to make greater contributions to society; they generate and disseminate knowledge which enhances productivity and improves living standards; and they provide a myriad of broader community benefits.

This report canvasses and examines the various ways in which universities contribute to our economic and social prosperity and how, given the economic imperatives confronting Australia, the sector’s role is likely to evolve and grow over time.

 Universities’ operations make significant contributions to Australia’s economic output

Australia’s university sector directly employs over 120,000 staff and supports the delivery of education to over one million students. The operations of the university sector generate significant contributions to Australia’s economic output and national income.

    • The sector contributed around $25 billion to the Australian economy both directly and indirectly in 2013, accounting for over 1.5% of Australia’s GDP and 160,000 fulltime equivalent (FTE) jobs.
    • In 2014–15, education related exports accounted for 5.7% of Australia’s total exports, representing the largest service export and the third largest export category overall. Higher education is the single biggest contributor to this, representing around two-thirds of the total value.

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How teaching funds research in Australian universities

28 November 2015

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A report by the Grattan Institute report finds that universities earn up to $3.2 billion more from students than they spend on teaching, and have powerful incentives to spend the extra money on research. International students, who usually generate more revenue per student than domestic students, contribute a substantial proportion of this surplus. The report’s author, Andrew Norton, says the finding is concerning because, while university research matters to Australia, the evidence that it improves teaching is less clear. He observes that direct spending on teaching, by contrast, is far more likely to ensure that universities offer the high-quality courses students want. In this commentary in The Conversation, Norton observes that the priority of research within universities means that teaching does not always get its share of time and money. He proposes that any new funding system must ensure that money intended for teaching is spent on teaching.

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UnisNo-one knows exactly how universities spend their money. But questions are asked about how universities have financed huge growth in the amount of research produced over the past 15 years – and a new report by the Grattan Institute could have the answer.

It finds that, in 2012, universities spent at least $2 billion on research that was meant for teaching. This means that around one dollar in every five was spent on research rather than tuition.

Universities are not doing anything improper in spending money this way.

The current legislation pays universities on student numbers, but is silent on how exactly the money should be used.

But the absence of specific teaching funding makes it hard to ensure that any extra money intended to benefit students is actually spent on students.

So why are universities so focused on funding research? And is there a need to be more transparent about how universities spend their money?

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Life & stuff

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A  candle in memory of David

8 December 2015

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On 9 December 2006,17 year old David Iredale and three mates went for a hike in the Blue Mountains as part of their Duke Of Edinburgh Award program.  They planned it pretty carefully and they had detailed maps and stuff. But it all went terribly wrong: the maps indicated a fresh water source along the route, which wasn’t there. It was hot -mid-30s centrigrade- and they’d run out of water. Somehow, David became separated from his mates – my recollection is that as the strongest of the hiking party, he struck out ahead of the others to seek assistance. He became severely dehydrated and rang emergency services on his mobile phone. It was very poor reception but he tried to get across to the operators the dire circumstances of his plight. He made a number of calls, to no avail. Various operators kept asking for his street address. He kept telling them he was on a big rock near a walking trail in the Blue Mountains. But they kept demanding his street address. He asked for a helicopter to be sent.  He was told off for being abusive. In the event, nobody did anything. David’s body was recovered some days later. Each year at this time, I reflect on this terrible episode and remind myself to be not indifferent to the plight of others.  I tell my kids, if you get into any sort of real trouble, you ring me and/or your mother FIRST; we might argue later, but we’ll address the trouble first.

And I light a candle in memory of David.

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One Hundred Stories

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Monash University’s commemoration of the Great War.

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Wall of Commemoration
The One Hundred Stories are a silent presentation. They remember not just the men and women who lost their lives, but also those who returned to Australia, the gassed, the crippled, the insane, all those irreparably damaged by war. The Great War shaped the world as well as the nation. Its memory belongs to us all.

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The VET Store

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The VET Store is a  service by the VET Development Centre which provides access to a range of information to support VET practitioners in the work they do.

VET Development Centre
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VET FEE-HELP “skewing” system

Direct public expenditure on VET dropping

The Australian   |     10 December 2015

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Explosive growth in the VET FEE-HELP scheme has masked massive direct public disinvestment in vocational education and training.  While Calculatora report by NCVER shows a notional growth of 1.7% in 2014 over 2013 (plus $141.0 million, from $8512.4 million to $8653.4 million), it’s all in VET-FEE Help payments: actual direct expenditure by governments, including the Commonwealth declined markedly VET FEE-HELP.  VET funding through state and territory governments fell almost $320m, while fee-for-service ­revenue — largely contributed by businesses — fell more than $130m.  Federal government funding through channels other than VET FEE-HELP fell almost $500m.

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NCVER Financial 2014

Financial information 2014 shows that VET FEE-HELP is supplanting traditional forms of VET financing, as state governments and businesses withdraw hundreds of millions of dollars from the sector. Government spending fell $416m last year, even though Canberra shovelled an extra $1.06 billion into VET FEE-HELP.

The figures predate an even bigger shift to the training loans this year. As observed by John Ross of The Australian, “they suggest that Australia’s world-recognised public VET system is being colonised by a rort-ridden scheme which graduates fewer than one-fifth of its students.”

Victorian Skills Minister Steve Herbert said the scheme was “skewing the entire training system”, inducing students and colleges to abandon state-funded VET:

People who should have done lower-level qualifications closely linked with jobs (are) being sucked into high-cost diplomas that they never complete.

NCVER managing director, Craig Fowler, said the figures suggested there may have been a “significant rebalancing” in the sector. He said other centre research indicated that the loan scheme had increasingly attracted unprepared students studying online — all indicators that they were “more likely to fail”:

Many appear to have come from backgrounds and educational circumstances which meant they were poor recruits into a program at that level.

The federal government has moved to revamp the scheme following  reports of widespread rorts and poor completion rates, Fowler said the figures suggested that many more ill-prepared students had already taken out loans this year and “he outcomes may well continue to be less than good.

 

State spending on staff plunged by $397m, reflecting widespread job losses in TAFEs.

 


 

Key Points

 

NCVER Key points


 

See
Financial information 2014

New from NCVER

NCVER Insight November 2015

More comprehensive picture of training emerges

NCVER has published total VET activity (TVA) data for the first time. So what does it tell us? The data was reported by 4601 Australian providers following the introduction of mandatory reporting of training activity. This wider collection of training is the start of a transformation that will improve our understanding of Australia’s training system.

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Creating inclusive learning environments to support students with disability or ongoing ill health

The use of both institution-level learning supports and individualised reasonable adjustments improves the likelihood of students with disabilities or ongoing ill health completing their studies.

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New research tackling big questions

A suite of new research projects will investigate three key issues: the role of VET in entrepreneurship and innovation; engagement, retention and completions in post-school VET; and student choice.

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From volunteering to paid employment: skills transfer in the South Australian Country Fire Services

Volunteer skills are an invaluable asset to Australian society and the world of work.

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Learning on the job: alternate views from afar

Dr Craig Fowler, Managing Director of NCVER, explores targeted pilot programs in Australia’s tertiary education system to support apprentices gain higher level apprenticeships similar to those in the UK and Europe may provide valuable lessons.

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NCVER data update

Find out more about the latest data releases on apprentices and trainees, VET students and courses, and completion rates.

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NCVER news

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Are vocational streams the key to producing a more adaptable workforce?

NCVER1 Vocational streams could offer a framework for creating better connections between qualifications and jobs than the traditional approach based on specific skill sets for narrowly defined occupations.Show more…

NCVER’s research prospectus is full steam ahead

Through the introduction of the new research prospectus, NCVER is investing in a range of applied research issues that governments and key employer and training provider stakeholders identify as being of highest priority to them.

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Recognising the prior learning of adult apprentices: a match made in heaven or a rocky relationship?

Apprenticeships are changing, with more people over the age of 25 now undertaking them, and the amount of recognition of prior learning is also increasing. But are adult apprentices taking advantage of these earlier completion options?

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What factors drive the costs and benefits of apprenticeships and what is the impact of government incentive changes on the apprenticeship system?

A joint research partnership between the Federal Institute for Vocational Education and Training (BIBB) in Germany and NCVER is exploring two key issues impacting on the apprenticeship system in both Germany and Australia.

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The outcomes of education and training: what the research is telling us 2011-14

After five years of VET research, what more do we know about the sector?

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Employers’ views of work integrated learning

Work-integrated learning is a means of increasing students’ experience with the world of work, but what does it mean for employers involved?

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Who is delivering foundation skills?

The need for individuals to build and develop their foundation skills is becoming increasingly important with a general move to greater knowledge-based work. A recent NCVER survey looked at the workforce delivering foundation skills training.

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Older workers: opportunities and challenges

As the workforce ages, the challenge for the VET sector, industry and employers will be to acknowledge the skill base that the older worker brings and to invest in this group further.

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Regulating and quality assuring VET: some international developments

What can Australia learn from our overseas counterparts to ensure quality in the Australian VET system?

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Big opportunities from new reporting requirements: National VET Research Conference wrap up

Youth, pathways and skills – hot topics at the 24th National VET Research Conference.

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NCVER data update

Find out more about the latest data releases on apprenticeships and traineeships, government-funded students and courses, the Longitudinal Surveys of Australian Youth, student outcomes, and forthcoming publications.

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Fewer people in publicly funded training – NCVER report

30 June 2015

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The number of people enrolled in government-funded training declined 3.5% to 1.79 million last year compared with 2013, with student numbers at TAFE continuing to fall as against private providers.

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Data published by the National Centre for Vocational Education Research (NCVER) in Government-funded students and courses 2014 show student numbers declined at TAFE and other government providers (8.8%) and community education providers (12.2%) but increased at other registered providers (8.4%) to 582 500. Overall, the number of enrolments is similar to the level in 2010.

Comparing training activity for 2014 with 2013, student numbers declined across the board but was more pronounced for young people (aged 15 to 19 years), down 29 900 or 6.7% to 418 000.

“There are a couple of reasons for the decline in government-subsidised training. Apprenticeships and traineeships are a significant part of Australia’s training system, so changes in apprentice numbers impact on overall training numbers”, said Dr Mette Creaser, National Manager, Statistics and Analytics.

“The other factor is change to training and, more broadly, education policies, such as limiting government subsidised places under skilling programs and the lifting of the caps on university places”.

Going against the trend, enrolment numbers increased for Indigenous students (4.7%), students with a disability (6.1%) and students from non-English speaking backgrounds (2.7%).

In terms of participation, more males study at certificate levels; 76.4% compared with 67.2% of females. In comparison, a higher proportion of females (19.5%) study at diploma or higher levels than males (9.8%). The number of students studying full-time also increased, up 6.5% to 343 500.

In terms of programs, students studying for diploma or higher qualifications increased by 5.9% to 258 800 students, with growth strongest at diploma level (up 8.8%).

NCVER News #353 1 Jun 2015

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A regular email newsletter from the National Centre for Vocational Education Research

One month to 24th National VET Research Conference

Register now and join us for an exciting program featuring over 50 presentations focusing on three key areas: Youth, Pathways and Skills, all of which are vital to developing the VET system and meeting future skills demand.

Presentations include:

  • Skills transfer, re-skilling and training of older workers in response to industry restructuring
  • Using integrated VET and Census of Population and Housing data to measure educational outcomes
  • Employers’ views of work integrated learning: engineering as a case study
  • Pathways to degree completion in the sciences for men and women in Australia
  • Understanding the needs of VET students articulating to second-year university

Held on 6-8 July at the University of Western Sydney, this is your opportunity to connect with leading researchers and professionals in the VET sector.

Places filling fast! Check out the program and register online.

Research funding closing – submissions due!

With just two weeks to go until the latest National Vocational Education and Training Research (NVETR) funding round closes, it’s time to get your submissions in! Managed by NCVER on behalf of the Australian Government and state and territory governments, this funding round seeks proposals under three specific topic areas relevant to policy and the practice of Australia’s VET sector.

For further information

Latest training data

Fewer apprentices and trainees started training last year, with commencements declining 21.9% to 192 000 in 2014 compared with 2013. Overall, there were 316 400 apprentices and trainees in-training on 31 December 2014, a decrease of 18.3% compared with 31 December 2013. Comparing data from the year (to 31 December 2014) with 2013, the number of apprenticeship and traineeship:

  • Commencements in trade occupations decreased 16.9%
  • Commencements in non-trade occupations decreased 25.3%
  • Completions decreased 17.8%
  • Cancellations and withdrawals decreased by 7.6%

Apprentices and trainees 2014 – December quarter

Preliminary data show that the overall number of students enrolled in publicly funded training declined 3.5% in 2014 compared with 2013. However, student numbers increased in Northern Territory (9.2%), Queensland (4.9%), Tasmania (1.8%) and New South Wales (0.1%). Overall, 1.8 million students were enrolled in publicly funded VET in 2014, similar to the number reported in 2010. More students undertook diploma or higher qualifications in 2014 (up 5.9%), compared with 2013, while the number of students studying a certificate qualification (certificates I-IV) declined (down 4.3%).

Government-funded students and courses 2014 – preliminary

Outcomes of education and training

A set of five national research priorities directed research into Australia’s tertiary education and training sector during 2011-2014. The outcomes of education and training: what the Australian research is telling us, 2011-14 brings together a range of significant findings and identifies future research opportunities which have helped develop Research prospectus 2015-16.

Students rate Australia’s training system

Australia’s major survey of students for rating the nation’s vocational education and training (VET) system is underway. Around 310 000 students are being asked about their recent experience at a TAFE institute, private training provider, or adult and community education provider.

The Student Outcomes Survey comprises information on students who completed their training with government funding or with a government supported VET provider in 2014.

For further information

VET numbers continue to drop

The Australian     |      27 May 2015

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  The number of publicly funded vocational education students has dropped for the second year running, just as open markets have been rolled out across the country to encourage more training.

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VETPreliminary 2014 data shows the number of students fell 3.5%  last year, on the back of a 3.6%  fall in 2013.

Australia trained 65,000 fewer publicly funded vocational students last year, with the open market pioneer states of South Australia and Victoria each losing more than 30,000 students.

Victoria, which opened its training system to full private competition from 2009, surrendered 5% of its students last year. South Australia, which launched a fully contestable training scheme in 2012, lost a huge 22% of its students last year.

Both states changed their funding arrangements radically after enrolment spikes blew their budgets.

The National Centre for Vocational Education Research, which compiled the data, said the declining numbers also reflected the removal of Productivity Places Program funding. The PPP, another failed attempt at an open training market — this time from the Rudd-Gillard government — was wound up well before expending its $2.1 billion budget.

The report says student numbers were steady in NSW. But a methodology change saw more than 21,000 students counted twice, suggesting NSW also lost almost 11,000 students.

 See
Government-funded students and courses, 2014 – preliminary (NCVER)

 

Report on Government Services 2015 Vocational Education and Training

Productivity Commission      |     6 February 2015

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This chapter (chapter 5) reports on government funded vocational education and training (VET) services delivered by government and private Registered Training Organisations. It includes training activity funded under the National Agreement for Skills and Workforce Development (NASWD). The scope of this chapter does not extend to VET services provided in schools (which are within the scope of School education, chapter 4) or university education.
• In 2013, the Australian and State and Territory governments provided $5.8 billion of recurrent expenditure for vocational education and training (VET) (p. 5.3).
• Nationally in 2013, 1.5 million people participated in government funded training. The national participation rate in government funded training for 15–64 year olds was 8.4 per cent (p. 5.5). (These figures do not include all students undertaking accredited training. For example, many students undertake training not funded by government).
• In 2013, government funded students participated in 460.1 million hours of VET (p. 5.6) delivered by technical and further education (TAFE) institutes, other government providers, universities, community organisations and private providers, at 25 027 locations (p. 5.6).
• The Student Outcomes Survey identified that nationally in 2013, 83.0 per cent of all government funded VET graduates indicated that the course helped or partly helped them achieve their main reason for doing the course (p. 5.61).
• Nationally in 2012, 587 755 VET qualifications were completed by both government and
non-government funded VET students (p. 5.68), and 77.6 per cent of qualifications completed by students aged 15–64 years in 2012 were at the certificate III level or above (p. 5.70).
Objectives for VET
• The objective for the VET system, as outlined in the NASWD, is a system that delivers a productive and highly skilled workforce and which enables all working age Australians to develop the skills and qualifications needed to participate effectively in the labour market and contribute to Australia’s economic future; and supports the achievement of increased rates of workforce participation.
• Success in meeting the objective for the VET system is underpinned in the NASWD by the following target outcomes:
– the skill levels of the working age population are increased to meet the changing needs of the economy
– all working age Australians have the opportunity to develop skills
– training delivers the skills and capabilities needed for improved economic participation for working age Australians (p. 5.13).

 

Snapshot of vocational education and training in Australia: infographics

31 October 2014

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NCVER has released four infographics that provide an overview of publicly-funded training based on NCVER’s main data collections:


• Students and courses – including key findings from Young people in education and training
• Apprentices & trainees
• VET finance
• VET outcomes – drawing key findings from Student outcomes and Employers’ use and views of the VET system.  

For more information go to www.ncver.edu.au.

 

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Students and courses

This infographic provides a snapshot of Australia’s publicly funded vocational education and training sector. It presents statistics about student characteristics, qualifications completed, where and what students studied, and participation rates. Statistics about young people’s participation in education and training is also presented. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this needs to be considered in any detailed analysis.

Click here for a pdf version of the infographic

Click here for more detail on Students and courses

Click here for more detail on Young people in education and training

Students and courses

Apprentices and trainees

This infographic provides a snapshot of apprenticeships and traineeships in Australia. It presents statistics on commencements, completions, cancellations/withdrawals, completion rates and training rates. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this needs to be considered in any detailed analysis.

Click here for a pdf version of the infographic

Click here for more detail on Apprentices and trainees

Apprentices and trainees

VET finance

This infographic provides a snapshot of operating revenues and expenditure in public VET in Australia. It presents statistics on total operating revenues and revenue category fee-for-service, total operating expenditures, and expenditure category payments to non-TAFE providers for VET delivery. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this needs to be considered in any detailed analysis.

Click here for a pdf version of the infographic

Click here for more detail on Financial information

Please include attribution to www.ncver.edu.au with this graphic.

VET finance

VET outcomes

This infographic provides a snapshot of graduate outcomes from Australia’s publicly funded vocational education and training sector for 2013, six months after training, and employers’ use and views of the VET system. It presents statistics on graduate destinations after training, average income, and benefits and satisfaction with training. Statistics about employers’ engagement and satisfaction with the VET system are also provided. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this needs to be considered in any detailed analysis.

Click here for a pdf version of the infographic

Click here for more detail on Student outcomes

Click here for more detail on Employers’ use and views of the VET system

Please include attribution to www.ncver.edu.au with this graphic.

VET outcomes

Less students in publicly funded training in 2013: preliminary data

NCVER     |     29 May 2014

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ncver news

The total number of students enrolled in publicly funded training for 2013 decreased 3.4% to 1.88 million students from 1.94 million in 2012.

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The Australian vocational education and training statistics: Students and courses 2013 – preliminary data, published by the National Centre for Vocational Education Research (NCVER), provide a snapshot of training activity taken from an annual collection of student enrolments.

Rod Camm,  NCVER managing director, says that NCVER’s preliminary analysis suggests the decrease in overall student numbers may be partly the result of the decline in apprenticeships.

New Industry Department data reveals the number of apprentices and trainees in Australia fell 13% to 392,200 last year, as commencements plunged 26% and 119,900 apprentices dropping out of training.

Trade commencements — for traditional apprenticeships such as carpentry, hairdressing and plumbing — rose by 2.3%, to 98,300 at the end of last year. Traineeships for other on-the-job training — including bricklaying, childcare, aged care and clerical or sales work — fell 37.5%.

Only South Australia reported a rise in student numbers (up 16.3%), whereas the number of students remained the same in Tasmania and declined in all the other states and territories.

NCVER attributes the increases reported in South Australia as most likely the result of the introduction of Skills for All that took effect in July 2012

Just over half (51.8%) of all students were enrolled in Certificates III and IV in 2013, similar to 2012. However, more students enrolled in a Certificate I qualification last year, up 8.6% to 101 000 students from 93 000 in 2012.

Reflecting the drop in student numbers, hours of delivery also declined in all state and territories except South Australia in 2013.