AE News - Volume 9, Issue 30

Tuesday, 28th May 2019

Upcoming Events

7  SEPTEMBER  - OH&S Network

11 OCTOBER     - GTO Managers Network

25 OCTOBER     - RTO / E-learning Network


Launch of National Skills week

On Wednesday evening this week the Federal Minister – Karen Andrews and the Victorian State Minister Steve Herbert launched national skills week at the Melbourne Queen Victoria Markets

The event showcased a range of apprenticeship and traineeship skills

The Official dates for national skills week are 29 August – 4 September 2016 – to see what’s on during this week please visit

For further information please visit


Skills First: Real Training For Real Jobs

Earlier today Minister for Training and Skills Steve Herbert outlined the promised changes to fix training and TAFE in Victoria.

Skills First will result in a high quality, stable system that restores the confidence of students, employers and industry.

The reforms will feature:

• a more managed and focused training and TAFE system, with only providers who meet high standards getting government funded contracts

• a clearer industry voice where training funded by government ensures students don’t waste their time or money on courses that rarely lead to a job.

Students and industry will still be able to choose between TAFEs, dual sector universities, community and quality private training providers for government-funded training.

Starting with an extra $114 million in 2017, TAFEs will receive increased funding every year to help Victorians, regardless of their background or postcode, access real training for real jobs.

In addition, training providers will have access to targeted funding streams. In 2017, that includes $30 million for a Regional and Specialist Training fund, $20 million to support high needs learners and a $40 million Workforce Training Innovation Fund – promoting innovative training and skills in emerging and priority industries.

The reformed system – which will be introduced progressively from January 2017 – follows last year’s response to the independent VET Funding Review led by Bruce Mackenzie.

2017 training contracts will open for application in early September.

The full media release is available here.

For more details on the new system, go to


Women in STEM and Entrepreneurship programme (WISE) opens

Do you have an idea on how to encourage more women to take part in Science, Technology, Engineering and Maths (STEM) education and careers?

The newly announced Women in STEM and Entrepreneurship programme might be able to help.

What is the Women in STEM and Entrepreneurship (WISE) programme?

The WISE programme provides funding for activities and projects that help girls and women to explore their interest in STEM.

Funding will support outreach projects that target girls and women to:

• foster their interest in entrepreneurship

• develop their innovation and entrepreneurial skills

• build their professional networks.

The WISE programme was announced as part of the Inspiring all Australians in Digital Literacy and STEM element of the National Innovation and Science Agenda.

When do applications open?

The first round is now open and will close at 5pm AEST 6 October 2016.

We expect two application rounds per year and we will publish the dates for each round on


VET Data Policy Review

The Commonwealth Department of Education and Training is calling for public submissions to inform a review of the data policy that underpins Australia’s Vocational Education and Training (VET) system.

The Data Policy outlines the requirements of all Registered Training Organisations (RTOs) to report their nationally recognised training. The Data Policy also includes the VET Data Protocol, which sets out the principles and commitments for the storage and disclosure of VET information.

Assistant Minister for Vocational Education and Skills the Hon Karen Andrews saidthe review would help improve transparency and efficiency in VET.

“Accurate and comprehensive data is the foundation for much of the information that students, employers, industry and training providers need to make informed choices about vocational education and training.”

Minister Andrews said the review is being conducted in co-operation with State and Territory governments and will include consultation with key VET stakeholders, regulators, peak representative organisations and RTOs.

An issues paper summarising potential areas of interest around each term of reference is available to assist stakeholders with their submissions.

Public submissions close at 5.30pm on 16 September 2016.

For further information please visit:


NCVER Update

Analysis of Australia’s training sector reveals many similarities and some differences between participants in the national VET system.

The introduction of total VET activity (TVA) in 2014 broadened the scope of the National VET Provider Collection, and for the first time, presented a more comprehensive picture of national accredited training across the whole Australian VET sector.

Making sense of total VET activity: an initial market analysis is the first in a suite of papers from NCVER that seek to better explain and explore the data in depth. It examines and compares the differences between past VET activity data (pre-2014) reported as ‘Government-funded students and courses’ and the first new expanded data reported as ‘Total VET students and courses 2014’, noting that the first year of reported total VET activity was a transition year and was still somewhat incomplete due to a number of temporary reporting exemptions.

The analysis shows that over half (57.6%) of the 3.9 million students reported to the 2014 National VET Provider Collection trained with private providers. And while 14.1% of all training providers are categorised as ‘large’, it is at these providers where the majority of students (80.4%) study, many of which are TAFE institutes.

For further information please click here.


Young people remain optimistic despite challenges in finding work

The number of young people in full-time employment remains low since the shocks of the 2008 global financial crisis (GFC). While the economy appears to be making some signs of recovery, the challenges for young people persist.

Data from the Longitudinal Surveys of Australian Youth (LSAY) show that the proportion of young people in full-time employment has decreased, and it’s taking young people longer to transition into full-time work. Prior to the GFC, of those 19 year olds who were employed back in 2007, 48 per cent were able to secure permanent/ongoing work. Six years later, this figure has reduced to 40 per cent.

Opportunities to undertake apprentice and traineeships are also falling; LSAY data shows that, for those LSAY respondents who were 19 years old in 2007, close to one in four had commenced an apprentice or traineeship. This figure fell to less than one in five for LSAY respondents who were 19 years old in 2013.

Young people remain optimistic about their future

Despite these challenges, young people seem to be optimistic. About nine in 10 LSAY respondents who were 19 years old in 2007 said they were happy with their career prospects. After the GFC hit, this figure remained unchanged for 19 year old LSAY respondents in 2010.

LSAY data also show that about nine in 10 of employed respondents are happy with their job, including the kind of work they do, other people they work with, and the tasks they are assigned. But far fewer (only two in three) are happy with their opportunities for promotion, indicating the challenges young people persistently face in the job market.  The “scarring” effect of prior unemployment presents yet another hurdle. However, this does diminish as time since being unemployed passes.

So what can help young people during economically challenging times?

A good experience at school and participation in extra-curricular activities is important, not only for its educational benefits but also because it means the student feels part of a community. Working part-time while at school can also provide young people with valuable work experience and skills, such as team work and time management.

Having a post-school qualification can also help to lessen the scarring effect of unemployment. For young people starting their working lives, transitions into work can often be into low-skill jobs. While young people who work part-time are likely to remain in low-skill jobs, the wage penalty diminishes over time and part-time or casual jobs can be a useful pathway for young people to progress into full-time or permanent positions.

For further information on the data presented in this article, summary data tables can be accessed using the LSAY cohort reports at


Engaging employers with 'on-the-job' training

There is an increasing emphasis on integrating the world of work into education and training. Whilst there is a strong rationale for work-based and work-integrated learning, it is both financially and time intensive for the training provider and employer. Our latest research summary, Work-based learning and work-integrated learning: fostering engagement with employers investigates the keys to successful employer engagement which include:

• ongoing communication

• flexibility with approaches

• committed and skilled teachers who support students

• involvement of intermediary organisations to organise and facilitate activities

• the commitment of business and education leaders.

For more information please click here.


Women in STEM

The acronym STEM is used to refer to the collective fields of science, technology, engineering and mathematics. STEM skills and qualifications are increasingly seen as vital to the ongoing growth, productivity and efficiency of economies around the world and a crucial component of innovation, adaptability and preparation for industries of the future. Yet, women are underrepresented in STEM-related education and training and occupations. Our VOCEDplus database contains a range of recent research on women in STEM and the Pod Network has a podlet on STEM skills.

Recent research includes:

• Gender disparities in academic performance and motivation in STEM subjects in Japan

• National education systems and gender gaps in STEM occupational expectations

• Why is the pipeline leaking?: experiences of young women in STEM vocational education and training and their adjustment strategies

• Women in STEM in Australia: what is the current state of play, what are the key issues and why does it matter?

Some forthcoming events:

• The Women in STEM Leadership Summit 2016, Sydney 22-25 August 2016

• CEDA’s Women and Leader series: The Importance of STEM, Adelaide 29 August 2016

• Women in STEM: Transforming the working landscape for professional women, Melbourne 20-21 September 2016


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