Apprenticeship Employment Network

AE News Volume 13, Issue 11

Thursday, 3rd December 2020
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Commonwealth JobKeeper Payment

The Government has announced a $130 billion JobKeeper payment to help keep more Australians in jobs and support businesses affected by the significant economic impact caused by the Coronavirus.

Around 6 million workers will receive a fortnightly payment of $1,500 (before tax) through their employer.

The payment ensures eligible employers remain connected to their workforce and will help businesses restart quickly when the crisis is over.

For further information please visit the Treasury website where you can also read the Fact Sheet and FAQs.

Victorian Students To Learn From Home as VCE Timelines Revised

Most Victorian students will be educated from home when Term 2 starts next week to ensure the physical distancing will help slow the spread of coronavirus, with free internet access and laptops for those students who need it most.

Premier Daniel Andrews joined Minister for the Coordination of Education and Training – COVID-19, James Merlino to announce that following advice from the Chief Health Officer all Victorian government primary, secondary and special schools will move to remote and flexible learning and teaching this week.

VCE students will still receive an ATAR score, but there will be a number of changes to the academic timetable for VCE and VCAL students:
  • The GAT test will move from June to October or November
  • End of year exams will be postponed until at least December
  • School based assessment tasks will be reduced where possible to relieve some pressure on students as they move to remote and flexible learning arrangements
  • Universities will be asked to delay the start of the 2021 university year to account for impacts of coronavirus on senior secondary students.
VCE study scores will continue to be a combination of school-based assessment and external exams. VCAL students will have more time to complete their courses and this will be consistent with the revised dates for the VCE.

The Victorian Curriculum and Assessment Authority (VCAA) is also examining a compressed end-of-year exam schedule – including slightly shortening each exam – in recognition of the disruption caused by the pandemic.

A small number of students undertaking VET may have the award of their VCE or VCAL delayed until the beginning of 2021 so they can complete mandatory practical or workplace learning requirements – ensuring that they are not disadvantaged by the lack of hands on practice while we fight this pandemic.

For further information please visit the Victorian State Government - Education & Training website.

COAG Skills Council Meeting

The Council of Australian Governments (COAG) Skills Council (the Council) held its third meeting on Friday last week.

Skills ministers met to agree a set of urgent national actions to deliver critical skills during the COVID-19 pandemic and to preserve the capacity of Australia’s training system.

The Council agreed to immediate steps to support and protect the interests of students, the skilled workforce and training providers. These measures will also position the vocational education and training sector (VET) to recover quickly when the COVID-19 pandemic abates, to fulfil its vital role in underpinning economic recovery.

The Council agreed to action in three key priority areas:
  1. Critical skills and workforce availability
  2. Provider viability
  3. Supporting students

Delivering a COAG VET Reform Roadmap for a responsive, dynamic and trusted VET sector

Council also discussed ongoing work on the COAG VET Reform Roadmap.

It was agreed the Roadmap remains central to building a resilient and responsive national training system into the future. The Council noted the outcomes of the consultations on the Roadmap, including stakeholder support for the overall direction of the Roadmap. To continue to progress the Roadmap, the SSON was tasked with reviewing and revising the Roadmap, including phasing and implementation arrangements, to take account feedback from stakeholder consultations, the current COVID-19 pandemic and the impact on the business cycle, for consideration at the next Skills Council meeting.

For further information please visit the Department of Education, Skills & Employment website.

Victorian Government Establishes Crisis Council of Cabinet to Combat Coronavirus

The coronavirus (COVID-19) pandemic is something that our state and our nation has not faced in our lifetimes and it presents an unprecedented challenge to the operation of Government.

It has already disrupted our lives in ways we could not have imagined, even four weeks ago.

On Sunday this week the Victorian premier established a Crisis Council of Cabinet (CCC) the core decision making forum for the Victorian Government on all matters related to the coronavirus emergency, including implementing the outcomes of the National Cabinet.

It will operate initially until 30 September 2020 and will then be reviewed.

The CCC and it will include:
  • Premier Daniel Andrews
  • James Merlino: Minister for the Coordination of Education and Training – COVID-19
  • Tim Pallas: Minister for the Coordination of Treasury and Finance – COVID-19
  • Jacinta Allan: Minister for the Coordination of Transport – COVID-19
  • Jenny Mikakos: Minister for the Coordination of Health and Human Services – COVID-19
  • Jill Hennessy: Minister for the Coordination of Justice and Community Safety – COVID-19
  • Martin Pakula: Minister for the Coordination of Jobs, Precincts and Regions – COVID 19
  • Lisa Neville: Minister for the Coordination of Environment, Land, Water and Planning – COVID-19
These seven Ministers have been sworn-in with new portfolios with responsibility for leading all COVID-19 response activities in their respective departments, while keeping their current portfolio responsibilities.

Other Ministers will continue to administer their current portfolios and the full Cabinet will continue to meet each week to manage the general business of government.

The most senior levels of the Victorian Public Service will also be structured to align with these new coordinating responsibilities, with a focus on eight core missions that will help us respond appropriately and effectively to the coronavirus emergency.

Departmental Secretaries will appoint Associate Secretaries to run the day-to-day administration of their departments, allowing the Secretaries to lead teams focused on the pandemic response.

These arrangements are temporary, but they’re absolutely necessary so we can save Victorian lives and support Victorian workers and businesses to the other side of this crisis.

Latest Skills Forecasts and Trends Now Available

The National Skills Overview has now been updated with data and information for 2019/20.

The Overview is an initiative of the Australian Industry and Skills Committee and forms part of the National Industry Insights Report website.
It provides an analysis of industry skills needs along with factors and trends affecting skill demand at a national and cross-industry level.
It draws on Industry Reference Committee (IRC) 2019 Skills Forecasts and Proposed Schedules of Work to support the design and development of training packages that meet our skills needs, now and into the future.
The following generic skills were ranked most highly across IRC 2019 Skills Forecasts:
  1. Adaptability skills
  2. Collaboration skills
  3. Analytical skills
  4. Digital skills
Learn more about the factors and trends driving demand for these skills AISC website.

NCVER Update

Understanding the return on investment from TVET
Understanding the Return on Investment from TVET: A Practical Guide

Strengthening technical and vocational education and training (TVET) is an important strategy to contributing to equitable, inclusive and sustainable economies and societies.

Indeed, one of the Sustainable Development Goals focuses on ensuring ‘inclusive and equitable quality education and promote lifelong learning opportunities for all’ (SDG 4).
However, in a world of competing demands, realizing this goal puts pressure on funding and financing TVET systems. More than ever before, there are calls for providing more evidence of the return on investment (ROI) from TVET.

This Guide presents an analytic framework that summarizes some of the main elements and issues that need to be considered in measuring ROI. This includes establishing the scope, context and purpose for measuring ROI, adopting guiding principles, identifying costs, benefits and factors that impact on ROI, and approaches to data collection and analysis.

The Guide introduces a framework that looks at the ROI equation from a range of perspectives – including economic and social dimensions – and for different stakeholders, including individuals, businesses and societies.

The Guide presents relevant ROI indicators and measures drawn from the existing international research.

Finally, it provides guidelines to planning and collecting ROI data, along with a set of practical pro forma resources and case studies to assist the reader.

This publication is the result of a research collaboration between the NCVER and the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training in Bonn, Germany.

It is the final deliverable of a multi-year research collaboration between the NCVER and the UNESCO-UNEVOC International Centre for Technical and Vocational Education to understand the ROI from VET from different user perspectives, including students, governments, industries and societies.

For more information download the free report.

25 years of LSAY


Over the past 25 years, the Longitudinal Surveys of Australian Youth (LSAY) has provided insights into the diverse pathways young Australians take and how they have changed over time.

Released this week by the National Centre for Vocational Education Research (NCVER), a new report 25 years of LSAY: Research from the Longitudinal Surveys of Australian Youth brings together a selection of previously-published work to showcase the value of this long running program.

“As one of the few longitudinal surveys in the world with multiple cohorts, LSAY has generated a wealth of interesting, insightful, and sometimes surprising findings,” said Simon Walker, Managing Director, NCVER.

“For example, researchers have used LSAY data to understand the effects of vocational education and training (VET) programs on school completion, as well as the impact of social, economic and technological change on youth employment.”

Commencing in 1995, LSAY has followed over 60 000 young Australians from the ages of 15 to 25 as they moved from school into further study, work, and other destinations.

More than 300 studies have been published using LSAY data, and an additional 2,400 studies have cited work published under the LSAY research program.

While not an exhaustive reflection of LSAY’s long research history, the new report covers key topics such as schooling, the influence of socioeconomic status and demographics on future opportunities, and pathways taken from school into further education and work.

“With the latest survey updated to include modules that reflect the life experiences and the issues facing today’s youth, LSAY continues to be an invaluable resource for understanding the experiences of young Australians,” Mr Walker said.

The report 25 years of LSAY: Research from the Longitudinal Surveys of Australian Youth is now available on the LSAY website.

For further information please visit the NCVER.

The important role of VET in schools


Secondary school students who undertake school-based apprenticeships and traineeships are among the most likely to be in full-time permanent employment five years later.

They were also more likely to be employed in an occupation relevant to their VET for secondary school students (VFSSS) course than students who did not undertake an apprenticeship or traineeship as part of school studies.

“Choosing the right VET pathway as part of secondary schooling can make a substantial difference to students looking for a direct transition from school into an apprenticeship or full-time ongoing employment,” said Simon Walker, Managing Director, NCVER.

“Also, most VFSSS students who’d gone on to complete post-school qualifications had done so at a higher level than their original qualification, demonstrating the important role VFSSS plays in motivating students to study further.”

For more information download the free report.

Upcoming Public Holidays

Fri 10 April Good Friday

Sat 11 April Saturday before Easter Sunday

Sun 12 April Easter Sunday

Mon 13 April Easter Monday

Sat 25 April Anzac Day
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Bunnings Apprentice Trade PowerPass

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Don't miss a world of opportunities! As a Bunnings PowerPass Apprentice member, you can benefit from a huge range of exclusive deals.
  • ABN free applications for trade-related apprentices
  • Access to PowerPass prices and offers on a wide range of trade products
  • Invitations to exclusive trade events
  • Offers tailored to apprentice’s needs
  • Bunnings Trade merchandise
How do you Sign up for a Bunnings PowerPass Apprentice Membership?
  • Apply for PowerPass on the website
  • Fill in the details and submit
What to do, once you've signed up
The first thing to know is that there is no plastic card issued for a Bunning’s PowerPass member. Your membership is always with you, as the ID card lives on your phone.
  1. After you've filled in the application and it’s been processed you will receive an email asking you to confirm your email address, so it’s imperative that we get your email address right.
  2. After we have verified your email address, you will receive a new email with your CARD NUMBER and a link to download the Bunnings PowerPass App for your phone.
  3. Load the App, enter your card number and you’re good to go.
For further information and details please visit Bunnings Trade PowerPass.

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