Training &
Education Industry
Contents
1. Executive summary
2
2. Industry intelligence
6
3. Identified workforce development needs
20
4. Current impact of training packages
26
5. Future directions
38
Appendix A - Methodology and bibliography
42
Appendix B - Training and Education Occupations in demand
48
Appendix C - NCVER data
50
The Environment Scan
Context, purpose & audience
Continuing advances in technology and ongoing pressure on productivity are building the demand for creative and innovation skills with which workforces can use Big Data, engage with complex systems and focus on customers. With these skills Australian industry can better respond to the challenges of operating in a global marketplace.
As industries continue to evolve, converge or relocate, and as new job roles emerge and others become obsolete, developed economies are looking to ‘early warning systems’ to detect the onset of economic and industry trends. The Environment Scans – or Escans – undertaken annually by Industry Skills Councils report these trends and assist governments and industry to shape responsive vocational training systems.
Specifically, Innovation and Business Skills Australia’s (IBSA) Escan identifies the factors currently having impact on the skill needs of the workforces of its six industries and considers how well the national training system, its products and services, and industry itself are responding.
National, real time industry intelligence is what sets the Escans apart from other reports on the national training system. The Escans capture data and information from IBSA’s ongoing visits and conversations with key industry stakeholders, regulators and, critically,
the people doing the jobs across the industries and who experience firsthand the impact of change. It also draws on a range of topical sources such as the latest industry, enterprise and government research, and international developments. The Escan methodology can be found at Appendix B.
The Escan’s formal audience is the Department of Education and Training – both to contribute to industry skills needs advice and also as evidence to support endorsement of training package upgrades. The relevance of the Escan however extends far beyond and continues to be used extensively by state and territory governments, industry bodies, enterprises and many other stakeholders involved in skills and workforce development.
As a document limited in size, the Escan does not seek to capture every issue within each industry, rather it is a snapshot of a continually developing picture that is intended to alert and inform a wide audience and enhance their capacity to act.
The Escans are part of Industry Skills Councils’ broader role in gathering industry intelligence and undertaking high quality analysis of the skills needs and profile of current and future industry workforces. Escan 2015 has been produced with the assistance of funding provided by the Australian Government through the Department of Education and Training.
CHAPTER 1
Executive
summary
CHAPTER 1
Executive summary
The Training and Education Industry has been – and is – undergoing change principally
affected by two factors: changes in funding models and the comprehensive introduction of
demand driven systems. Revenue was expected to reach $104.7 billion in 2013-14, was
confirmed at $110.9 billion in October 2014
1and is forecast to reach $136.7 billion by 2018/19.
2The Education and Training industry provides education services from preschools and schools,
through to vocational education and training (VET) and higher education.
The demographics provided in this Escan address the full industry however Chapter 3 onwards concentrates on VET sector as IBSA’s key area of responsibility.12
Over the five years through to 2013-14, industry revenue was forecast to grow by an annual rate of 1.9 percent to reach $9.6 billion.3 However while revenue may have been on the rise, in 2013, compared with 2012, the number of students enrolled in the public vocational education and training (VET) system decreased by 3.4 percent to 1.9 million and total subject enrolments decreased by 3.9 percent, from 16.8 million to 16.2 million.
1 IBISWorld, (2014) Industry Report P, Education and Training in Australia, October 2014.
2 IBISWorld, (2014) Industry Report P, Education and
Training in Australia, April 2014.
3 IBISWorld, (2014) Industry Report P8101, Technical
and Vocational Education and Training in Australia, 2014.
The VET sector is being affected by the following trends:
• rising unemployment increasing demand for upskilling and reskilling of previously employed VET workers and new entrants
• changes in funding models and programs affecting income streams, governance and operations and asset utilisation
• demand for improved quality and embracing new training package standards
• increasing competition with higher education providers and schools offering VET qualifications
• rising international student numbers as a result of the lower value of the Australian dollar
• online and mature age education opportunities for those seeking professional development, and
• higher level VET qualifications becoming more popular and lower level qualifications losing relevance. The Business Council of Australia noted that VET is a crucial piece of the national armour needed to protect Australia’s economic competitiveness and social cohesion.4 The importance of VET to the Australian economy cannot be underestimated.
For the VET sector workforce development issues centre on:
• changes required by providers, and their ageing workforce, to adapting to a risk based regulatory environment, especially the pre-retirement component of the workforce
4 Business Council of Australia, June 2014, Jennifer Westacott, Swinburne University 2014 Chancellor’s Lecture : Redefining Vocational Learning in the Global
• being able to respond to new funding arrangements and policies effecting traditional income streams
• maintaining standards to protect and provide confidence in the sector, and
• making the best use of the stronger and increasingly pervasive presence of technology to design, deliver and assess skills and knowledge.
This Escan also reports on the use and continuous improvement of the Foundation Skills Training Package. This package supports learning in what have been known as employability skills as well as language, literacy and numeracy particularly for those who have barriers to workforce participation. These skills are also critical for future learning.
Future directions outlined in Chapter 5 address both the Training and Education and Foundation Skills
Training Packages; that chapter considers the workforce development issues as well as:
• increasing the utilisation of the Foundations Skills Training Package across all industries, and
• ensuring the TAE Training and Education Training Package is effective as the primary influencer on the quality of VET in Australia.
CHAPTER 2
Industry
CHAPTER 2
Industry intelligence
THE TRAINING AND
EDUCATION INDUSTRY
The introduction of demand driven systems and related changes in funding models is the single largest change in the Training and Education Industry. Revenue reached $110.9 billion in 2013-14 and is expected to be $136.7 billion by 2018-19.5External drivers having impact on this industry include:
• the population aged between five and 18 which influences demand for government and private schools and has a flow on effect to post secondary school
• public funding for primary and secondary education
• public funding for tertiary education – as public funding declines, enrolments are expected to follow
• secondary school retention rates, which when on the rise lead to increases in demand on secondary school resources and result in more students moving onto higher education, and
• the value of the Australian dollar which effects international enrolments to Australian institutes.
5 IBISWorld, (2014) Industry Report P, Education and
Training in Australia, April 2014.
International students studying and living in Australia contributed $15.6 billion to the Australian economy in 2013, a 3.8 percent increase from 2012 ($14.5 billion). This rise is suggested to have been the result of Australia being a more attractive destination with the drop in the value of the Australian dollar. Education related travel services are Australia’s largest services export ahead of other personal travel services ($13.1 billion) and professional and management consulting services ($4.6 billion),6 making this industry a vital part of the Australian economy.
Figure 1 shows that over the four year period, preschool education, government school education and private school education increased, VET remained steady, and the language and other education, and university and other higher education sectors have decreased.
Vocational training
and education sector
VET enables students to gain qualifications for all types of employment, and specifically, skills for the workplace. VET is provided through the eight state and territory governments and the Australian6 Australian Education International, (2013) Research Snapshot – Export income to Australia from
international education activity in 2013.
Government, along with enterprise, public and private training providers. These organisations operate to provide nationally consistent training and skills development across Australia.
Approximately 4,650 registered training organisations (RTOs) from around the country deliver training and issue qualifications from nationally recognised training packages and state and territory accredited courses. As the sector has evolved over recent decades, particularly into a more open and competitive market, the range of ownership models, delivery modes, course offerings and learner profiles has expanded. Today, there is a diverse range of public and private provider models catering to a wide variety of learners and business opportunities. The provider types include:
• TAFE – publicly-owned providers of VET, accounting for the highest single concentration of student enrolments. There are 58 TAFEs across Australia delivering qualifications across approximately 500 campuses.
• Private – privately operated organisations registered to provide VET, increasing from around 2,500 businesses in 2005 to over 3,000, or by 20 percent, in 2014.
• University – comprised of both dual-sector institutions that typically offer higher level VET qualifications such as diplomas and advanced
diplomas, and universities which are RTOs or operate in partnership with an RTO. There are currently 13 universities operating as RTOs.
• School – over 400 providers deliver VET programs and support school students to combine vocational studies within their secondary education curriculum, sometimes including structured work placements, or always in the case of school-based traineeships and apprenticeships.
• Enterprise – the primary operation of the enterprise does not involve training and assessment, rather qualifications are delivered as a company adjunct to serve the specific skill requirements of its own workforce. There are nearly 300 enterprise RTOs.
• Community – not-for-profit organisations that provide training and assessment to meet a social objective, for example in adult learning or the training of marginalised groups – about 350 are currently in operation.
• Industry Association – private organisations that provide training and assessment tailored to the
requirements of business members and industry learners; there are approximately 200 in operation.
• Professional Association – similar to industry associations, around 30 private organisations deliver VET qualifications specific to the members they represent.
• Other – all other providers that do not fit into the above categories and have been grouped as ‘not elsewhere classified’ by training.gov.au.7 The most accurate picture of the sizeable workforce of trainers, teachers, assessors and other VET staff estimated there were around 73,000 TAFE employees and 150,000 employees in other RTOs in 2011.8
The VET sector is crucial to the Australian economy - for the development of the national workforce and as a major export industry. While over the five years
7 Standards for Registered Training Organisations and VET Regulators, (2014) Decisions Regulation Impact Statement for the decision of the COAG Industry and Skills Council
8 Productivity Commission 2011, Vocational Education and Training Workforce, Research Report for “A practical definition of the Vocational Education and Training workforce”.
through to 2013-14, industry revenue was forecast to grow by an annual rate of 1.9 percent to reach $9.6 billion9 in 2013, compared with 2012:
• the number of students enrolled in the public VET system decreased by 3.4 percent to 1.9 million
• total subject enrolments decreased by 3.9 percent, from 16.8 million to 16.2 million
• two in every five or 41.1 percent of students studying AQF qualifications were enrolled in a certificate III, followed by certificate IV with 19.8 percent and certificate II with 17.6 percent
• total hours of delivery decreased by 2.7 percent, from 558.4 million to 543.5 million
• full year training equivalents (FYTEs) decreased by 2.7 percent, from 775,500 to 754,900
• South Australia was the only jurisdiction to record a growth in VET activity, with increases in student numbers by 16.3 percent, subject enrolments by 20.5 percent, hours
9 IBISWorld, (2014) Industry Report P8101, Technical and
Vocational Education and Training in Australia, 2014.
Figure 1: Training and education market segmentation, 2011-14
Source: IBISWorld, Industry Report P, Education and Training in Australia, April 2014.
Language and other education Vocation education and training Private school education University and other higher education Government school education Preschool education 2013-14 2012-13 2011-12 2010-11 0 20 40
of delivery by 24.7 percent and FYTEs by 24.7 percent. All other jurisdictions reported declines in these activity measures, and
• the number of students enrolled in national training package qualifications declined by 4.9 percent to 1.4 million.10
Operating revenues for the public VET system in 2013 were $8,519.1 million, an increase in nominal terms of $116.2 million, or 1.4 percent from 2012.11 Publicly funded training activity was delivered by 2,094 distinct training providers in 2013. This included 60 technical and further education (TAFE) institutes, nine other government providers, 423 adult and community education providers and 1,670 other providers.12 What is not clear is the amount spent on privately funded training – details of the type of fee for service training, the numbers being trained and where and how.
Reforms
13While the VET sector has significant strength and has been shaped by various reforms, concerns prevail around:
• the responsiveness of the system to the needs of industry and employers
• incentives distorting actual industry skills needs
• the complexity of the system
• inconsistent quality, and
• unnecessary regulatory burden and red tape.
A VET Reform Taskforce has been established to look at ways to address
10 NCVER 2014, Australian vocational education and training statistics: financial information 2013, NCVER, Adelaide.
11 NCVER 2014, Australian vocational education and training statistics: financial information 2013, NCVER, Adelaide.
12 NCVER 2014, Australian vocational education and training statistic: students and courses 2013 – publicly funded training providers, NCVER. Note the sum of providers exceeds the distinct number of providers as in some cases they reported in more than one category.
13 Australian Government (2014), Dept of Industry, VET Reform, accessed August, 2014.
these concerns and make progress on agreed reforms. During early 2014, the Australian Government sought submissions on VET reform and held nationwide consultations with representatives from industry, business and training providers. The following areas for attention were identified from this process:
• improving engagement with industry
• reducing red tape across the sector
• streamlining the system for students and providers of training, and
• improving funding mechanisms to better meet the skills needs of business.
Progress is evident in the following:
• In August 2014, the Australian Government announced the establishment of the Vocational Education and Training Advisory Board to provide advice to the Minister for Industry regarding priorities for reform of the VET sector.
• The COAG Industry and Skills Council agreed to re-examine provider and regulatory standards to ensure they better recognise the different level of risk posed by different providers, and to better align with the Australian Government’s plans to remove unnecessary regulation and red tape – revised standards were implemented on 1 January 2015.
• The establishment of the Australian Industry and Skills Committee was announced and will provide industry with a formal role in relation to policy directions and decision making in the national training system. In addition, the National Skills Standard Council (NSSC) was dissolved and its ongoing functions delegated to selected senior officials, prior to the Australian Industry and Skills Committee commencing operations.
• From July 2014, the Australian Skills Quality Authority (ASQA) and the Western Australian Training Accreditation Council (TAC) will automatically update a training provider’s domestic scope to include any new, equivalent version of a
training product (qualifications and units of competency) they are already registered to deliver – thus removing the requirement for a training provider to apply for a change of scope, and pay the required fee, to continue to deliver a training product that has been updated and endorsed as equivalent to the superseded product.
• The Unique Student Identifier (USI) is now in place creating certainty for the sector and with training providers having completed preparations for implementation from 1 January 2015. The USI will provide a national online, authenticated record of students’ training attainment and will serve as a building block for a range of VET reforms.
• Young workers will be offered new training schemes shaped by employers to meet market demands in an overhaul of the nation’s $6.8 billion vocational training system.14
• The $476 million Industry Skills Fund is a key element in the Australian Government’s competitiveness agenda and may provide up to 200,000 training places and support services over four years to businesses especially SMEs and will be delivered through a Single Business Service. The next twelve months should see these reforms bedded down, existing programs reshaped and employers exerting far more influence over the VET sector.
Quality and assessment
Quality remains topical for all VET stakeholders. New regulatory standards for training providers and regulators were approved in September 2014 to underpin a risk based regulatory system. They aim to introduce important changes to strengthen industry
engagement, improve the quality of training and reduce the regulatory burden on training providers. The new standards also increase protections for students who want to undertake nationally recognised training
14 The Australian (2014), David Crowe, Bosses get more
say on training. September 8, 2014
60 50 40 30 20 10 0
and strengthen the qualifications requirements for the delivery of training and assessment.
The new standards came into effect on 1 January 2015 and transition arrangements will apply. As an integral part of implementing the new standards and reflecting its new role, ASQA will:
• develop and publish a users’ guide to the new standards
• undertake a series of information sessions across Australia, which will include detailed information on the new standards and monitor the effect on duration of training among other things
• consider a code of conduct for education brokers, and
• publish information and guidance on the process of transition to the new standards.
The new standards for RTOs and VET regulators aim to improve quality outcomes from the VET system by:
• increasing the responsiveness of training providers to the needs of industry
• focusing on quality training and assessment outcomes, and
• streamlining the regulatory
framework to free up providers from unnecessary red tape and enable regulators to better respond to poor quality providers.15
The key changes in the standards relate to: quality of trainers and assessors; quality in governance of RTOs; increased industry engagement; and a streamlined regulatory framework. The issue of quality in assessments has implications for the credibility of VET qualifications and the competence of the graduates who hold these qualifications.
The Figure 2 shows very low profit margins in the VET sector, with wages the biggest expense largely as a result of face to face teaching and administrative staff requirements. Other costs include marketing, particularly the use of social media, which has risen, along with increased competition. A highly competitive marketplace with slim profits can provide both a fertile environment for excellence to flourish and a haven for a minimalist approach to training and its duration. The reforms are expected to
15 Department of Industry ( 2014), Regulating for Quality, accessed http://www.vetreform.industry.gov.au/news/ new-standards-training-providers-and-regulators
strengthen industry’s influence on the VET sector and may reduce the number of poor performers that do not meet industry expectations and requirements.
Higher education
A total of 1,313,776 domestic and international students enrolled at higher education institutions in 2013, an increase of 4.5 percent from 2012. Domestic students totalled 985,374 or 75.0 percent of all students, which was an increase of 5.5 percent over 2012. The remaining 328,402 students were overseas student enrolments, an increase of 1.5 percent over the same period. Postgraduate students increased by 5.9 percent to 347,069 while undergraduate students increased by 3.8 percent to 925,791. More than half of all students were female, making up 55.6 percent of enrolments, and over 70.4 percent of students were studying full time.16 In 2013, students who self identified as Aboriginal and Torres Strait Islander were up 9.1 percent to 13,781 and made up 1.2 percent of commencements, up 7.7 percent to 6,275. Increases in Indigenous
16 Australian Department of Education (2013), Summary of
the 2013 full year higher education student statistics.
Figure 2: VET sector versus industry costs, 2013-14
Source: IBISWorld Industry Report P8101, Technical and Vocational Education and Training in Australia, 2014
Average costs of all industries in sector (2013-14)
VET sector costs (2013-14
60 50 40 30 20 10 0
Profit Rent Utilities Depr eciat ion Othe r Wage s Purch ases
student numbers were recorded across all broad fields of education where students were enrolled, with the largest increase in Information Technology.17 Growth over the past five years in the university and other higher education industry is expected to result in revenue of $27.2 billion in 2013-14.18 Higher education providers are developing new courses and methods of delivery to meet the broad needs of the community and industry. A major workforce issue facing the industry is the impending retirement of its ageing workforce and the impact this is expected to place on student to staff ratios.
Reform of higher education legislation was reported on 03 September 2014 by the Australian as, for the first time, allowing private higher education providers access to public funded teaching subsidies. The article highlights the likelihood that more than 20 private colleges would qualify
17 Ibid
18 IBISWorld, (2014) Industry Report P8102, University and other higher education in Australia, 2014
for the teaching subsidies before quality checks could be undertaken by the national regulator, the Tertiary Education and Quality Standards Agency (TEQSA).19
The Review of the Demand Driven
Funding System report by D Kemp
and A Norton into higher education in Australia has found that
demand has:
• increased enrolments in higher education by low socio economic status students
• increased higher education opportunities for people in regional and remote areas and Indigenous Australians
• allowed online education to expand, and
• encouraged technology based
innovation.20
19 The Australian 3 September 2014, Higher Education segment, Spotlight on TEQSA over provider quality checks, Bernard Lane.
20 Kemp, D. and Norton, 2014, A Review of the Demand Driven Funding System, http://www.education.gov.au/ report-review-demand-driven-funding-system
International education
International education remains a major export for Australia, with higher education generating the biggest share of the income, followed by VET. English Language Intensive Courses for Overseas Students (ELICOS) is the first step in an Australian study pathway for two out of every five international students studying in Australia’s tertiary sector.21 Figure 3 shows the break up by sector of international education income. International student numbers increased by 2.3 percent between 2012 and 2013, with the biggest increases in ELICOS and non-award categories, and the biggest decrease in the VET category Table 1 details these 2011 to 2013 trends. The increases in enrolments in the higher education, ELICOS, and non-award sectors is a contrast to the previous year where all sectors experienced a decline in enrolments. This may signal renewed interest in Australia as a
21 Australian Education International,(2014) Research Paper, Study pathways of international students in Australia, 2014/01
Figure 3: International education income activity by sector, 2013
Source: Australian Education International, (2013) Research Snapshot – Export income to Australia from international education activity in 2013.
Higher Education
Vocation Education Training ELICOS
Schools Non-award
Other education services
Non-award Schools ELICOS VET Higher Education
destination for international students. Students from China make up 29 percent of all international students in Australia, the highest of any nationality, followed by India and the Republic of Korea with 8.8 percent and 4.9 percent respectively. Students from China and Malaysia dominate the higher education numbers, while the majority of students from India are in VET and this group also forms the majority of international students in VET.
In 2013, 34,000 international students commenced a VET course of study
in Australia for the first time. Of this cohort, 35.6 percent undertook ELICOS studies prior to commencing in VET, 14.9 percent in higher education and 2.3 percent in school.22 This data demonstrates the importance ELICOS plays as a pathway into VET.
Online education
Online education continues to grow at a rapid pace with higher education and VET providers increasing their
22 Australian Education International (2014) Research Paper, Study pathways of international students in Australia, 2014/01
delivery flexibility and range of online courses in recognition of the opportunity and demand for workers to upskill. Annualised growth leading up to 2013-14 was forecast at 14.4 percent, with a slower forecast growth predicted of 8.8 percent through to 2018-19.23 Online education provides a way to expand access to higher education beyond the traditional school leaver and works towards previously set Australian Government targets of 40 percent of 25-34 years
23 IBISWorld, (2014) Industry Report X0008, Online
education in Australia, 2014.
Table 1: International student numbers by sector, 2012-13
Source: Australian Education International, (2013) Research Snapshot – International student numbers 2013
Sector 2011 2012 2013 % growth 2011-12 % growth 2012-13
Higher education 225,477 215,792 217,250 -4.3 0.8 VET 118,609 103,234 98,792 -13.0 -4.3 ELICOS 79,911 78,970 93,436 -1.2 18.3 Non-award 27,716 25,263 28,110 -8.6 11.3 Schools 20,611 18,447 17,711 -10.5 -4.0 Total 425,601 401,722 410,925 -5.8 2.3
Figure 4: International students by country and sector, 2013
Source: Australian Education International, (2013) Research Snapshot – International student numbers 2013
Non-award Schools ELICOS VET Higher Education Malaysia Vietnam Republic of Korea India China 0 20 40 60 80
olds possessing a Bachelor degree by 2025.
The market segmentation for online education depicted in Figure 5 shows that the second highest user group of online education is those 45 years and over – the likelihood is that this group would be looking to enhance their employability; the third highest user group, those aged 25-44 years, are likely to be upskilling for career changes, but who are also working
around job and family commitments.
Schools
The school sector of the Training and Education industry is mostly funded by the Australian, state and territory governments, with the latter two providing 85 percent of schools’ revenue. A new funding structure for government schools, generally known
as the Gonski model, was implemented in January 2014. The new system is expected to more accurately reflect school populations, the capacity of parents to contribute and more equitable funds distribution. The Australian Government has committed $2.8 billion to the Gonski reforms from 2013-14 to 2016-17.24
24 IBISWorld, (2014) Industry Report P8026, Government
schools in Australia, 2014.
Figure 5: Major market segmentation for online education (2013-14)
Source: IBISWorld, Industry Report X0008, Online education in Australia, 2014.
Table 2: VET in Schools students by major qualifications, Australia 2012
Source: NCVER 2013, Australian vocational education and training statistics, VET in Schools 2012 data tables, Australia
AQF Qualifications School-based apprentices and trainees School-based apprentices and trainees School-based apprentices and trainees Other VET in Schools students Other VET in Schools students Other VET in Schools students Total VET in Schools students Total VET in Schools students Total VET in Schools students (% of 17,400) 2010 (% of 18,500 2011 (% of 23,000 2012 (% of 216,500) 2010 (% of 230,900) 2011 (% of 229,600) 2012 (% of 233,800) 2010 (% of 249,400) 2011 (% of 252,600) 2012 Certificate IV or higher 2.8 4.6 4.7 1.4 1.4 1.8 1.5 1.6 2.1 Certificate III 53.7 55.6 65.6 13.7 15.1 20.1 16.7 18.1 24.3 Certificate II 42.1 38.8 29.2 57.9 61.6 61.5 56.7 59.9 58.6 Certificate I 1.4 1.0 0.5 24.6 20.6 15.5 22.9 19.1 14.2 Other 0.0 0.0 2.4 1.4 1.1 2.2 1.3 0.8 100% 100% 100% 100% 100% 100% 100% 100% 100%
People aged 17 years and under
People aged 18 to 24 years People aged 25 to 44 years People aged 45 years and over
30%
18%
43%
9%
The majority of VET in Schools students were male, comprising 54.7 percent of the students in 2012. The most popular training packages for VET in Schools students remained constant from 2011, with Tourism, Hospitality and Events having 16.9 percent of the students, followed by Business Services with 10.8 percent and Information and Communications Technology with 9.4 percent. Tourism, Hospitality and Events and Sport, Fitness and Recreation each had 14.6 percent of the school based apprentice and trainee students.25
VET in Schools numbers continue to increase for both apprentices and trainees and other VET in Schools students. Over 70 percent of school based apprentices and trainees were enrolled in Certificate III and IV qualifications, an increase of just under 10 percent on the 2011 enrolments in these level qualifications. Of the other VET in Schools students, 21.9 percent were enrolled in Certificate III and IV qualifications, an increase of 5.4 percent on 2011.26
25 NCVER 2013, Australian vocational education and training statistics, VET in Schools 2012 data tables, Australia
26 NCVER 2013, Australian vocational education and training statistics, VET in Schools 2012 data tables, Australia
A report integrating 2011 Census data with 2006 VET in Schools data collected by NCVER has provided insights into the various pathways of students participating in VET in Schools programs and their post school destinations and outcomes. Students who were in Year 11 and doing VET in Schools as part of their studies in 2006, and their destinations five years later in 2011, were the focus of the study. Findings included that:
• for school students who don’t go on to higher education, participation in VET in Schools is associated with higher rates of engagement in employment or study five years after studying at school
• on average, VET in Schools students are slightly less likely to complete Year 12 than other students
• participation in VET in Schools is associated with increased rates of Year 12 completion for Aboriginal and Torres Strait Islander students
• VET in Schools leads to better engagement outcomes
• higher level VET qualifications lead to better engagement outcomes
• VET in Schools is associated with higher levels of employment
• for males, trade studies are associated with better employment outcomes
• many students who study trades end up working in trades
• more than one in five VET in Schools students complete a Certificate III or IV, and
• around one in twenty VET in Schools students complete further study in a related field.27
These findings provide supporting evidence that VET in Schools provides a sound employment pathway.
IBSA developed a series of case studies with RTOs on VET in Schools in early 2014. The interviews conducted as part of this work clearly showed there were significantly different delivery practices and perceived attitudes towards VET in Schools between jurisdictions and between providers. Funding models across jurisdictions also vary widely and heavily influence decisions on participation in VET in Schools.
27 ABS, Outcomes from Vocational Education and Training in Schools, experimental estimates, Australia 2006 – 11, released July 2014.
Figure 6: Total persons employed in Training and Education Industry by sector, May 2011-14
Source: ABS, 6291.0.55.003 – Labour Force, Australia, Detailed, Quarterly, May 2014, SuperTABLE E08 – Employed persons by Occupation (ANZSCO occupation) nfd Not further defined
Note: Tertiary education includes higher education and VET employed
School Education Tertiary Education Adult, Community and Other Education
Preschool Education Education and Training, nfd
May 2011 May 2012 May 2013 May 2014
500 450 400 350 300 250 200 150 100 50 0 ‘000
Figure 7: Total persons employed in the Training and Education Industry, by sector by state or territory,
May 2014
Source: ABS, 6291.0.55.003 – Labour Force, Australia, Detailed, Quarterly, May 2014. nfd Not further defined
Note: Tertiary education includes higher education and VET employed
Figure 8: Total persons employed in Training and Education Industry by sector by gender, May 2014
Source: ABS, 6291.0.55.003 – Labour Force, Australia, Detailed, Quarterly, May 2014, nfd Not further defined
Note: Tertiary education includes higher education and VET employed
NSW VIC QLD SA 160 140 120 100 80 60 40 20 0
School Education Tertiary Education Adult, Community and Other Education
Preschool Education Education and Training, nfd ‘000 WA TAS NT ACT 400 350 300 250 200 150 100 50 0 ‘000 Males Females
School Education Tertiary Education Adult, Community and Other Education
Preschool Education Education and Training, nfd
Postgraduate qualification Bachelor degree Advanced Diploma and Diploma Certificate III and IV Year 12 Years 10 and 11 Certificate I and II Below Year 10
Preschool education
Preschool services are usually available to children aged three to five years, in the year prior to commencing primary school. There are a number of different providers and their roles vary by state. Victoria and New South Wales use community based providers, while in the other states preschool is incorporated into the public education system.Over the 10 years through to 2018-19, industry value added is estimated to rise by a compound annual rate of 9.6 percent, a strong performance when compared with annualised GDP growth of 2.5 percent. This indicates that preschool education is growing at a faster pace than the overall economy.28
WORKFORCE
CHARACTERISTICS AND
EMPLOYMENT TRENDS
The Training and Education workforce totalled 896,300 in May 2014 and is28 IBISWorld, Industry Report P8010, Preschool education in Australia Industry report, 2014.
projected to be 1,014,700 by November 2018, representing a 13.2 percent increase.29 Figure 6 shows small increases in the numbers employed in the School Education and Adult, Community and Other Education and Pre-school sectors between May 2013 and May 2014 but numbers of people employed have remained comparatively steady over the period, with the biggest increase in the Adult, Community and Other sector. Figure 7 shows that the distribution of employees in Training and Education aligns with state or territory population size. Figure 8 illustrates the prominent role females play in all sectors, but particularly in the preschool sector and school education, where males represent only 4.9 percent and 25.3 percent of the workforce respectively. The Training and Education workforce is highly educated with over 63.4 percent with Bachelor degrees or higher compared with All Industries with 28.5 percent; see Figure 9 for further detail.
29 LMIP Industry Trend Data tool(2014) Dept of Employment, Trend Data and Projections, accessed
August 2014
The workforce age profile for the Training and Education Industry shows a relatively old workforce, with a median age of 44 years (2012) compared with 40 years for the All Australian workforce. Workers in the Training and Education Industry dominate each age category from 35 years upwards. The workforce has become older over the last ten years, increasing from 14.1 percent aged 55 and over in May 2003 to 22.2 percent in May 2013, compared with All Industries which increased from 12.1 percent aged 55 and over to 17.5 percent for the same period. So, the gap is currently widening with the figure below showing the age range at May 2013.30
Figure 11 shows 62.4 percent of the Training and Education workforce was employed full time, compared with All Industries of 70.1 percent. The Tertiary Education sector has the largest proportion of full time workers.
30 Source: ABS Labour Force Survey cat. No. 6291.0.55.003, four quarter average.
Figure 9: Education profile of the Training and Education workforce
Source: Dept of Employment, Labour Market Information Portal, Employment by industry and educational attainment, accessed August 2014.
Postgraduate qualification Bachelor degree Advanced Diploma and Diploma Certificate III and IV Year 12 Years 10 and 11 Certificate I and II Below Year 10
Education and Training All Industries
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 Share of Employment (%) 26.5 36.9 9.1 19.4 9.8 10.6 8.9 20.6 19.3 10.9 6.0 16.8 0.1 0.2 0.9 4.1
Figure 11: Full time employment by sector (percentage share of employment), May 2013
Figure 12: DEEWR projected employment growth by sector, five years to November 2017
Source: DEEWR 2013 Employment Projections to November 2017.
Figure 10: Employed persons by age compared with All Industries (% share of employment), May 2013
Source: ABS Labour Force Survey cat. No. 6291.0.55.003, four quarter average.
30 25 20 15 10 5 0 15-19 20-24 25-34 35-44 45-54 55-64 65 and over
Training and Education All Industries
Adult, Community and Other Education Preschool Education Education and Training School Education All Industries Tertiary Education
Preschool Education Education Support Services Adult, Community and Other Education Tertiary Education School Education
0 10 20 30 40 50 60 70 80
Industry and
workforce outlook
Industry outlook - VET industry and workforce
Again, the Business Council of Australia considers VET a crucial piece of the national armour needed to protect Australia’s economic competitiveness and social cohesion.31 The role of VET is well recognised and the need for an accessible high quality product is also critical to Australia’s growth of new industries.
The Training and Education Industry, with a focus on VET, is affected by the following:
• Rising unemployment – demand for VET increases as people seek to increase their skills to enhance their employability.
• Changes in funding models and programs – effects business and workforce planning by VET providers. Government reforms in higher education are creating more places in undergraduate programs and an increasing preference for higher qualifications means VET providers are losing some market share.
• Increasing competition – the demand driven model, for both vocational and higher education, provides fertile ground for an increase in the number of private providers. As jurisdictions prioritise funding to better address their skill requirements, private RTOs are more able to respond and nimbly align the structure of their courses to take advantage of funding shifts.
• Rising international student numbers
– will drive enrolment growth and lead to some revenue growth if the value of the Australian dollar remains low. Increased competition in the international student market will require providers to differentiate themselves in the market and make better strategic use of available pathways such as ELICOS.
31 Business Council of Australia, June 2014, Jennifer Westacott, Swinburne University 2014 Chancellor’s Lecture : Redefining Vocational Learning in the Global
Economy
• Online and mature age education and upskilling – will continue to open new markets and strategic use of online education will benefit providers looking to innovate by utilising new technology to deliver and manage training. The proliferation of free online education is both an opportunity and a threat that needs to be managed by the industry.
• Trends towards higher level qualifications – create opportunities for well articulated pathways and for VET providers to partner with higher education providers.
Workforce and employment outlook
The expectation of a gradual strengthening of economic growth should, in time, lead to stronger demand for labour. However, with growth expected to be below trend over the next year, the unemployment rate is likely to remain elevated before it gradually declines in 2016. With extra job seekers likely to be in the labour market for some time, wage growth is anticipated to remain low.32 Rises in unemployment are expected to effect the VET sector.
Figure 12 illustrates the employment prospects in the Training and Education Industry over the five years to
November 2017, projected to increase by 64,500 or 7.2 percent. This is in line with the projected growth rate for All Industries of 7.1 percent. Overall, the Education and Training Industry is expected to account for 7.9 percent of Australia’s total employment growth over that period.33
All sectors of the Training and
Education Industry, other than preschool education, are projected to record employment growth over the next five years; preschool education is projected to record a reduction by 400. The largest employment gain is projected to be in school education (up by 37,200),
32 RBA (2014) Statement on monetary policy, August
2014
33 Source: 2013 DEEWR Employment Projections to
November 2017
followed by tertiary education (16,400). Workforce trends effecting the VET sector include:
• an ageing, highly qualified workforce – with the associated challenges of maintaining industry currency and integrating the use of technology to deliver and assess skills and knowledge development
• a highly casualised, flexible workforce – so providers can nimbly respond to opportunities
• increasing use of technology to deliver and manage training – skill needs associated with innovative use of technology, and
• demand for upskilling of trainers
– to meet the needs of the wider community seeking higher levels of qualifications.
A list of Occupations in Demand is provided in Appendix B. The list is collated from responses to an industry survey and considered against intelligence presented in this Escan on the industry, employment trends and the workforce. This list contributes to workforce development and planning strategies highlighted in Chapter 3 and also presents a clear relationship to training packages.
The occupations and job roles reported as in demand were:
• Professional – instructional designer / adviser / VET curriculum
• Professional – language literacy and numeracy
• Professional – training and development
• Professional – VET eLearning
• RTO manager, and
• Auditor – quality compliance and skills auditor.
Training and Education All Industries
CHAPTER 3
Identified
workforce
development
needs
CHAPTER 3
Identified workforce
development needs
The focus of the remainder of this Training and Education Escan is on the needs and priorities for the VET sector. The other education sectors are covered by other Industry Skills Councils’ Escans or through other planning processes.
MAINTAINING
STANDARDS
While the Training and Education Industry has been heavily regulated, some operators continue to affect the reputation of the industry, particularly VET, through poor quality service delivery; even those with robust standards and processes can fall short. At a presentation by ASQA34 it was reported that:
• most RTOs are not compliant at their initial audit, with only 20 percent fully compliant and 80 percent with at least one non-compliance, and
• most RTOs are able to achieve compliance after 20 days rectification, with 77 percent fully compliant after rectification and 23 percent still not compliant.
34 Source: Presentation by Chris Robinson, ASQA CEO at ACPET ACCI National Skills Summit on Regulatory reform in a changing VET sector, June 2014
Figure 13 shows the lower level of compliance at initial audit was against Standards 1 – Quality training and assessment and 18 – Governance. Following the first three years of national VET regulation, ASQA has drawn these conclusions:35
• three distinct groups have emerged in the Australian VET sector:
– high quality providers who fully comply with the required National Standards (around 20% of providers)
– providers that want to comply with the National Standards but experience some difficulties, at least at initial audit (around 60% of providers), and
– providers that do not provide quality training and are unwilling or unable to comply with the National Standards (around 20% of providers)
• most providers, some 80 percent, are experiencing some difficulty with doing assessment properly
• around one third of providers appear to be offering courses that are too
35 ibid
short to enable sufficient quality delivery to ensure required skills are achieved, and
• the transactions based regulatory approach is too slow to focus adequately on poor quality providers.
A new regulatory approach is being developed with the following features:36
• lower regulatory burden on high quality, fully compliant providers
• provision of more support to providers who are trying to do the right thing but have some difficulty in fully meeting the Standards
• more rigorous regulation of the minority who are seriously non-compliant, poor quality providers, and
• moving the regulatory trigger from applications to better identifying and managing risk.
Certificate IV in Training and
Assessment is the entry level standard for VET training and assessing, and the most common qualification held by
36 Source: Presentation by Chris Robinson, ASQA CEO at ACPET ACCI National Skills Summit on Regulatory
trainers and assessors. If the content or delivery of this qualification is insufficient the risk is that Australia’s labour force will not be properly trained, with extensive, potential economic implications.37
In January 2014 IBSA convened a round table to explore problems and solutions with the important Certificate IV in Training and Assessment
(TAE). Among other issues, a critical weakness was identified around the lack of assessment skills. This has far reaching and fundamental effects as trainers, ill equipped to undertake skills assessment, cannot properly teach the skills required. Reasons for lack of assessment skills were identified and include:
• use of equivalence when dealing with staff updating qualifications
• the short course model which has been adopted for delivery of the Certificate IV TAE, limiting the
37 IBSA Report, Australia’s Most Important Qualification-
A Roadmap for Reform, 2014.
opportunity for students to apply skills in different contexts
• a lack of external scrutiny, and
• insufficient support for professional development of VET trainers.38 These concerns were augmented by recent research aimed at understanding how VET practitioners understand and use competency standards with the following findings:
• the interpretation of units of competency appears to be a highly sophisticated skill, yet the practitioners in this study did not appear to learn this in their initial training, but rather took up to a year to develop confidence in interpreting competencies when developing curriculum
• most experience with interpreting competencies was gained through practice, professional development and informal learning, and
38 ibid
• the difficulty in interpreting competencies was largely due to unclear language and jargon.39 All VET stakeholders have a role to play in ensuring this key qualification has value and delivers confidence in the VET system.
TECHNOLOGY
– BRING YOUR OWN
DEVICE (BYOD)
The BYOD movement affects both providers and learners. Earlier concerns over hidden costs, employee privacy and corporate data security are now giving way to convenience and efficiency. The rise of BYODs is making an impact on the need for IT skills and support, from help desk to mobile applications development to security and compliance. Rules of engagement for devices need to be established and users educated, both trainers and
39 Hodge, S 2014 Interpreting competencies in Australian
vocational education and training; practices and issues, NCVER, Adelaide
Figure 13: Compliance with standards by existing RTOs, audits of existing RTOs (1 October 2013 – 31
March 2014)
Source: Presentation by Chris Robinson, ASQA CEO at ACPET ACCI National Skills Summit on Regulatory reform in a changing VET sector, June 2014. (SNR – Standards for Initial Registration)
120 100 80 60 40 20 0 Compliance at initial audit Compliance following rectification
SNR 15: Quality training and assessment SNR 16: Training and student information SNR 17: RTO is responsive to clients and stakeholders
SNR 18: Governance
SNR 19: Cooperative with regulator SNR 20: Compliance with legislation SNR 21: Insurance
SNR 22: Financial management SNR 23: Proper certification SNR24: Accurate and ethical marketing SNR 25: Transaction from superseded courses
SNR 15 SNR 16 SNR 17 SNR 18 SNR 19 SNR 20 SNR 21 SNR 22 SNR 23 SNR 24 SNR 25 22 77 70 89 72 88 77 24 90 91 76 89 97 98 75 90 89 60 62 88 82 82
learners, on BYOD policies, device access and security.
While BYOD is becoming more commonplace, choose your own device (CYOD) is where organisations are now seeking to limit the number of mobile applications, devices and operating systems, chosen and owned by employees, mainly to improve the organisation’s ability to provide management and support.
TECHNOLOGY
– SOCIAL MEDIA
RTOs can use social media tools such as wikis, blogs, discussion boards, YouTube channels, Twitter and Facebook to build brand awareness, encourage conversations between interested parties and engage with and motivate students and staff. There are however risks with social media that need to be factored in. Social media encourages unscripted conversations that travel random paths, often breaking traditional lines of communication.40 This means the traditional trainer student paradigm may be affected by multiple conversations, including negative ones, with the potential for harm to the reputation of the individual trainer and the provider, by disgruntled students; brand protection is critical.
McKinsey highlights a number of capabilities required at the strategic or organisational level to respond to the rise of social media, including balancing vertical accountability with horizontal collaboration; understanding the cultural and behavioural impact of social media; and leveraging social media for key business functions.41
40 McKinsey and Co (2013) Six social-media skills every
leader needs
41 McKinsey and Co (2013) Six social media skills every
leader needs
COMMUNITY
PARTNERSHIPS AND
BUSINESS ALLIANCES
IBSA polling found 83 percent of its industry stakeholders plan to increase operational partnerships with other businesses.Business alliances are important to creating and maintaining new income streams not reliant on traditional funding for training. IBSA consultations showed varying levels of support for the concept of business alliances but were simultaneously cautious as experience indicates there are few genuine opportunities to explore alliances that actually bear fruit. The call is for propositions to be genuine – and for long term sustainability they need to return benefits to all stakeholders. Alliances may operate between organisations for a range of reasons including between:
• industry and VET providers enabling access to resources such as venues, equipment, materials, assessors and current work practices
• VET providers packaging a whole solution to clients by aggregating their different skills base and service offering and accessing TAFE resources by smaller RTOs
• VET providers and higher education providers identifying pathways and strategies that complement their offerings and then providing a seamless journey for students, and
• community based organisations including education providers, industry and government providing employment, work experience and buy in.
CLIENT DRIVEN SERVICE
Skilling workers to develop and deliver training when, where and how the industry needs it means having good technical competence as well as effective facilitation skills. Instead of using funding programs to meet industry needs, skills in partnering with industry and solution selling is expected to become more important. As more private providers enter the market and competition increases, delivering tailored training and cost effective, valid and reliable assessment will be of critical importance to meet the needs of business. Industry is looking for training that is convenient for them and their staff, but not necessarily for the providers.IBSA consultations raised concerns about the diminishing value of qualifications as jobs change and the need for tailored learning rather than longer courses. Tailored training may include skills sets, single units of competency and unaccredited content.
CHANGING
WORKPLACES
New workplace practices and flexible arrangements provide benefits to workers, and opportunities for work to be performed to better meet client needs. Development of resources lends itself to flexible arrangements such as working from home, and outcomes based remuneration places control of when and how with the worker. IBSA consultations reiterated the importance of trust in working relationships between employers and staff and the need for a significant shift in workplace thinking.
Approximately 4,650 registered training organisations (RTOs) from around the country deliver
training and issue qualifications from nationally recognised training packages and state and
territory accredited courses
CHAPTER 4
Current
impact of
training
CHAPTER 4
Current impact
of training packages
Foundation Skills
Training Package
The Foundation Skills Training Package is designed to help learners achieve their vocational goals by developing the underpinning skills they need for vocational competency. Use of the Foundation Skills Training Package with its six streams – learning, reading, writing, oral communication, numeracy and digital technology – can have a positive impact on learner retention and completion.
The Foundation Skills Training Package contains 91 units of competency in its six streams – the units range from basic to highly developed skills and are aligned to the Australian Core Skills Framework. They can be contextualised to support vocational training programs across all industries and all AQF levels.
TAE10 and TAE Training
and Education Training
Packages
IBSA has developed an LLN unit to be added to the core of the Certificate IV in Training and Assessment, recognising the need for all VET practitioners to have a minimum level of knowledge
and skills in this discipline. The addition of this unit occurs when TAE40110 is endorsed, the Certificate will then consist of eight core and two elective units, a total of ten.
At its meeting in October 2014 the Training and Education Sector Advisory Committee identified a number of monitoring points following endorsement of TAE40110: the capacity development needed in the VET workforce to use and assist learners to use digital platforms and the degree of industry impact from changes to the training package.
UPTAKE OF
TRAINING PACKAGES
The following data are reported from the annual NCVER VET Provider Collection and the quarterly Apprentice and Trainee Collection; these data report publicly funded training and fee for service VET provided by public institutions. They will assist consideration of trends in the uptake and use of publicly funded VET in IBSA’s training packages.The tables and figures should be read with an understanding that significant amounts of training also occur outside
the publicly funded VET system including:
• fee for service training in national qualifications provided by private training providers
• inhouse training in national
qualifications delivered by enterprise RTOs, and
• non-accredited training conducted inhouse or by external providers. Attempts to directly correlate these tables of commencement and
completion should be avoided because:
• an enrolment is recorded for each year the course is active – multiple enrolments are recorded when a course is undertaken over more than one year, and
• completions are not uniformly reported ie some jurisdictions only report completions when they award a certificate (rather than a Statement of Attainment) and this is only done when requested and paid for by the completing student.
These factors may result in an over reporting of enrolments and under-reporting of completions.
Foundation Skills (FSK) –
enrolments, qualifications
and units
The Foundation Skills Training Package was introduced in 2013 so little historical information is available. FSK currently has the lowest numbers of enrolments of all IBSA training packages, with 1,348 enrolments in 2013. The following table shows the majority of enrolments and completions were in Certificate II in Skills for Work and Vocational Pathways and 325 qualification completions have been recorded. This represents over 24 percent of enrolments. Completions data are subject to upward revision as providers report to NCVER.
Figure 14 shows that the majority of FSK units - 98 percent – were delivered through FSK qualifications, despite the FSK units being designed and developed for use with any qualification.
The units with the highest enrolments
in 2013 are:
• FSKLRG13 – Apply strategies to respond to complex workplace problems (1,243)
• FSKLRG05 – Use strategies to plan simple workplace tasks (1,322)
• FSKDIG02 – Use digital technology for simple workplace tasks (1,212)
• FSKRDG10 – Read and respond to routine workplace information (587)
Foundation Skills enrolments by state and territory
Figure 15 shows that the new Foundation Skills qualification enrolments occurred mainly in New South Wales, the Australian Capital Territory and Victoria.
Foundations Skills – enrolment characteristics
This section reports on students enrolled in Foundation Skills qualifications in 2013 - previous highest education level, age group, gender.
Table 3: Enrolments and completions in Foundations Skills qualifications, 2013
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 16/07/2014.
Figure 14: Course type associated with FSK unit of competency enrolments
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 16/07/2014.
FSK Enrolments Completions 2013
FSK10113 – Certificate I in Access to Vocational Pathways 144 6
FSK10213 – Certificate I in Skills for Vocational Pathways 315 43
FSK20113 – Certificate II in Skills for Work and Vocational Pathways 889 276
TOTAL FSK – Foundation Skills enrolments 1,348 325
8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0 FSK TP qualifications Non-FSK IBSA TP qualifications Non-IBSA TP qualifications National accredited courses Locally accredited courses Higher level qualifications Other course enrolments (subject only)
Figure 16: Previous highest education level of participants enrolled in Foundation Skills qualifications, 2013
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 08/08/2014.
Figure 15: Enrolments by state and territory in Foundation Skills qualifications, 2013
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 08/08/2014.
Previous highest education level
Figure 16 shows 69 percent of those enrolled did not have a post-secondary qualification, with the highest
enrolments being from those with a Year 11 completion.
Enrolments by age group
The 19 years and younger age group dominated the enrolments in 2013, suggesting this may have been an enrolment while completing Year 11 or 12 or immediately following high school and may provide an employment pathway.
Enrolments by gender
During 2013, enrolments were evenly distributed between males and females, see Figure 18.
Enrolments by Indigenous students
Table 4 shows that the percentage of students enrolling in Foundation Skills qualifications in 2013 who identify themselves as Indigenous is higher at 6.2 percent than the overall percentage for all IBSA qualification enrolments at 4.2 percent. This and the existing qualification level of those enrolling, see Figure 15, provide early evidence the Foundation Skills Training Package is filling the gap.
Training and Education course
enrolments and qualifications issued
Table 5 and Figure 19 below show that enrolments in Training and Education qualifications declined by 5,284 or 11.9 percent between 2012 and 2013, after several years of steady increases
in enrolments. Enrolments in 2013 were only 1.7 percent higher than those in 2010 and peaked in 2012 at 44,369. Figure 20 shows completions are 17.6 percent lower than 2012 completions. While the 2013 completions will almost certainly increase with final 2013 data, the strong growth in completions between 2010 and 2012 appears unlikely to be repeated.
Training and Education enrolments
by qualification level
Data presented in Figure 21 below shows enrolments in Training and Education at Certificate IV declined in 2013 while Diploma or higher category increased slightly. 700 600 500 400 300 200 100 0
NSW VIC QLD SA WA TAS NT ACT
Bachelor degree/Higher degree level (4%) Advanced diploma/Associate degree (1%) Diploma (3%) Certificate IV (3%) Certificate III (11%) Certificate II (3%) Certificate I (1%) Year 12 (25%) Year 11 or below (44%) Unknown or Misc (5%)
44%
25%
1%
11%
3%1%
4% 5% 3% 3%Figure 17: Enrolments by age group in Foundation Skills qualifications, 2010-13
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 08/08/2014.
Figure 18: Enrolments in Foundation Skills qualifications by gender, 2010-13
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 09/08/2014.
Table 4: Percentage of enrolments by Indigenous students in Foundation Skills and all IBSA
qualifications, 2010-13
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 2/09/2014.
Foundation Skills 2010 2011 2012 2013
Percentage of FSK enrolments by Indigenous students 6.2%
Percentage of all IBSA enrolments by Indigenous students 4.4% 4.0% 4.0% 4.2%
600 500 400 300 200 100 0 19 years and
younger 20 to 24 years 25 to 29 years 30 to 39 years 40 to 49 years 50 to 59 years 60 years and over
Female Male
675
673
Table 5: Enrolments and qualifications completed in Training and Education, 2010-13
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 16/07/2014 with 2013 completions provided by NCVER on 29/07/2014. Note: Data will be revised upwards to accommodate further notification of qualifications issued.
*Qualifications BSB70108 and BSB80108 are counted in TAE Training and Education as they have been superseded by TAE qualifications.
Figure 19: Enrolments in Training and Education qualifications and annual percentage change, 2010-13
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 16/07/2014.
Figure 20: Qualifications completed in Training and Education and annual percentage change, 2010-13
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 16/07/2014. Completions will be revised upwards to include further notification of qualifications completed.
Training and Education 2010 2011 2012 2013
TAE* Enrolments 38,428 41,040 44,369 39,085
% Change in enrolment year to year 6.8% 8.1% -11.9%
Average annual % change in enrolments 2010 – 2013 0.6%
Overall % change in enrolments 2010 – 2013 1.7%
TAE* Qualifications Issued 19,010 24,274 25,172 20,736
% Change in Qualifications Issued 27.7 3.7% -17.6%
Average annual % change in Qualifications Issued 2010 –2013 2.9%
Overall % change in Qualifications Issued 2010 –2013 9.1%
6.8%
8.1%
-11.9%
41,040
44,369
39,085
38,428
6.8%
24,274
2010 2011 2012 2013 2010 2011 2012 201319,010
25,172
20,736
3.7%
-17.6%
Certificate IV in Training and Assessment has a total of 36,422 enrolments which accounts for 95.0 percent of all Training and Education enrolments in 2013. The Diploma of Training and Assessment (from the superseded TAA04 Training Package) had 106 enrolments reported in 2013.
Training and Education enrolments
by state and territory
Figure 23 shows enrolments in Training and Education qualifications decreased in all states and territories between 2012 and 2013, except for South Australia.
Training and Education enrolments
by student remoteness region
Figure 23 indicates the majority of students enrolled in Training and Education qualifications are from major cities and that there has been a decline in enrolments across all regions.
Figure 21: Enrolments by qualification level in Training and Education, 2010-13
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 16/07/2014.
Table 6 shows all Training and Education qualifications which had enrolments reported in 2013, with the total number of enrolments in 2013 in brackets.
Table 6: Training and Education highest enrolments
Source: VOCSTATS <http://www.ncver.edu.au/wps/portal/vetdataportal/data/menu/vocstats/>, extracted on 16/07/2014.
TAE40110 TAA40104 BSZ40198
Certificate IV in Training and Assessment (36,422)
TAE50111 Diploma of Vocational Education and Training (1,630)
TAE50211 Diploma of Training Design and Development (497)
TAE70111 TAE70110
Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice (295) TAA50104
BSZ50198
Diploma of Training and Assessment (106) TAE70210
BSB70108
Vocational Graduate Certificate in Management (Learning) (89) TAE80210
BSB80108
Vocational Graduate Diploma of Management (Learning) (39)
TAE80110 Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership (7)
50,000 40,000 30,000 20,000 10,000 0
Certificate I Certificate II Certificate III Certificate IV Diploma or higher