Inquiry into vocational education and youth training programs in the ACT. ACT Government Submission

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1 ACT Legislative Assembly Standing Committee on Education, Training and Youth Affairs Inquiry into vocational education and youth training programs in the ACT ACT Government Submission November 2013 November

2 Contents Executive Summary... 6 Introduction TOR 1: Implementation of current ACT programs, including national programs for youth training and education ACT Government priorities for the education and training systems, economy and labour market ACT Government funding for VET ACT Government Budget initiatives for VET Building and Construction Industry Training Fund Levy National agreements National partnership agreements National Partnership Agreement on Skills Reform National Partnership Agreement on Youth Attainment and Transitions National Partnership Agreement on TAFE Fee Waivers for Childcare Qualifications National Partnership Agreement on Training Places for Single and Teenage Parents National Partnership on Trade Training Centres in Schools National project agreements Project Agreement for the Commonwealth/State and Territory Joint Group Training Program The National Youth Participation Requirement School-based vocational education and training options Post-year 10 alternatives (work-related training and employment) Pre-year 10 VET alternatives to full-time schooling Current VET programs for youth in the ACT VET in Schools Recognised VET outside schools Other vocational learning inside schools Other vocational learning outside schools Current ACT programs funded by the TFA Future initiatives StudyCanberra November

3 2. TOR 2: The effectiveness of current youth training programs and strategies Youth training strategies Youth training programs Measures of effectiveness Are youth making a successful transition from school? Over 90% of ACT youth are prepared for a successful transition High engagement rates for post- school ACT youth Skills for a changing economy Are the skill levels of the ACT youth workforce increasing? ACT youth are more likely to be still studying towards higher qualifications ACT employers have positive view of the VET system Opportunity for skills development Above average literacy levels in the ACT population Take up of opportunities is high and increasing among ACT youth Is the ACT skills system addressing disadvantage? Training for improved economic participation ACT VET system efficiency Government recurrent expenditure per annual hour Average hours per student Government recurrent expenditure per load pass User cost of capital per annual hour User cost of capital per load pass TOR 3: Current programs available through ACT secondary colleges, vocational training programs and tertiary institutions The range of VET in Schools programs Australian School-based Apprenticeships (ASBAs) Alternative Programs Australian Apprenticeships Incentives for employers of apprentices and trainees in building and construction trades Vocational preparation/foundation courses CIT courses CIT Foundation Skills courses Language, Literacy and Numeracy Champions Project Learning Options courses November

4 Access CIT Central Courses Connect 10 programs Work experience Students with a disability Students Participating in Community Enterprise Career education Pathways Planning Careers and Transition officers Try-a-Trade Day TOR 4: The role and programs conducted by all registered training organisations (RTOs) ACT Funding Agreement Canberra Institute of Technology Role Programs Partnerships Australian School-Based Apprentices Partnership with Canberra College Cares Other education service delivery partners ACT Government School RTOs Role Programs General Trade Training Centre programs TOR 5: Provision of vocational education and training to culturally and linguistically diverse students English as a Second Language Classes Adult Migrant English Program Language, Literacy and Numeracy Program English for Employment, Study and Life Workplace English Language and Literacy Skills for Education and Employment program Learning Support Program Specialist support November

5 5.6. CIT Yurauna Centre International students TOR 6: Relevant experiences and learnings from Australian State, Commonwealth and International jurisdictions Commonwealth and state/territory perspectives on VET in Schools VET in Schools in other states and territories Joint Vocational Education and Training in Schools Working Group Commonwealth and state/territory perspectives on equity in VET National Report on Social Equity in VET Indigenous Australians People with a disability Culturally and linguistically diverse people International perspectives on VET International Congress on Technical and Vocational Education and Training Innovation in teaching and learning in VET APPENDIX 1: ACT Government school RTOs scope (as at 28 May 2013) APPENDIX 2: Overview of VETiS in other states and territories November

6 Executive Summary The ACT Government welcomes the opportunity to provide a submission to the Standing Committee on Education, Training and Youth Affairs inquiry into vocational education and youth training programs in the ACT. The ACT Government s goal is to ensure that every Canberran has the opportunity to reach their potential and contribute to the community. Towards achieving this goal, the ACT Government has ensured a diverse range of vocational education and training opportunities are available for youth and all working age Canberrans. VET programs contribute to many young Canberrans making successful transitions from school to work, further education or training. Youth who are not fully engaged after leaving school including those who are in part-time work only, or are unemployed or are not in any form of study or the labour market are at greater risk of an insecure future. Vocational qualifications allow for better employment opportunities, higher wages, and the prospects of achieving higher skills and qualifications. Higher level qualifications help to meet the demands of the changing ACT economy. These qualifications provide skills for new and emerging jobs. ACT youth have thrived in recent years, achieving exceptional outcomes in education and employment, compared to the rest of the country. This performance is highlighted by the ACT being the only jurisdiction to have a greater than 90% achievement of Year 12 or a vocational equivalent. The ACT has also maintained consistently higher rates of year olds achieving or studying towards non-school qualifications than the rest of Australia. The rate of full engagement in work or further study among year olds in the ACT is also the highest in the country. The challenge that now confronts the ACT is to sustain and improve on the high attainment levels of our youth and working population as a whole. To achieve this, the ACT Government recognises an equally strong focus must be kept on supporting the participation in VET by those who are vulnerable or in need. The ACT VET system is addressing disadvantage and social exclusion. The gap between the proportion of Indigenous and non-indigenous year olds with, or working towards, a non-school qualification is smaller in the ACT than in the rest of the nation. Working age Canberrans in the most socio-economically disadvantaged areas are also more likely to have, or be accessing, education or training towards a November

7 non-school qualification than the same disadvantaged cohort across the whole of Australia. At the heart of the ACT Government s planning and priorities for VET in the ACT is a strong commitment to supporting the participation of those who have traditionally been outside the workforce and increasing the productivity of those already working. The ACT Government s strategy includes addressing the language, literacy and numeracy needs of students seeking to participate and succeed in VET programs. Literacy and numeracy skills allow people to engage in further education and skills development. Improving overall levels of literacy and numeracy is essential to improving workforce participation and labour productivity, and reducing social exclusion. In comparison with the rest of Australia, the ACT has the largest proportion of its working age population at the highest literacy and numeracy levels. However, almost one third of the ACT working age population still lack the literacy and numeracy skills they need in a modern economy. VET has always been a priority for the ACT Government. This is demonstrated by the increase in VET options and significant infrastructure investments in recent years. Quality VET outcomes for Canberra s youth and social equity groups is the foundation for further improvements in overall education levels and participation in the economy. A strong ACT VET sector will drive higher productivity, contribute to social and cultural welfare, and encourage investment, creativity and innovation. November

8 Introduction The ACT Government submission provides information on terms of reference 1 to 6. This submission focuses on providing a comprehensive picture of the publicly-funded vocational education and training activities of youth in the ACT. Scope In line with nationally agreed conventions, youth are defined in this submission as persons aged 15 to 24 years. Where relevant and appropriate, data and information is provided for sub-cohorts of youth. Nationally defined youth sub-cohorts include: working age youth aged years post-compulsory school age youth aged years post-year 12 youth aged years young people aged years. The varying definitions are used in this submission for consistency with the published sources from which the information is derived. Context ACT youth population demographics In 2012, year olds were the second largest cohort (13.5%) in the ACT population, after year olds (15.6%). As a proportion of the total population, the youth cohort is decreasing, while the cohort they are replacing in the workforce (65+ year olds) is increasing. Between 2008 and 2012, the proportion of year olds in the ACT population decreased by 5.6%. At the same time, the proportion of 65+ year olds increased by 11.3%. Labour force participation rates for ACT youth According to the Australian Bureau of Statistics (ABS) Census of Population and Housing 2011, 80% of ACT year olds were participating in the workforce in This compares with an 83.9% participation rate for the year olds ACT working population in the same year. ACT year olds were more likely than year olds in the whole of the nation to be employed or looking for work in The labour force participation rate for Australian year olds was 76.3% in November

9 The participation rate of year olds in the ACT has declined when compared with the 2006 rate of 82.9%. The percentage change between 2006 and 2011 is -3.6%. Nationally the participation rate for this cohort also decreased (-2.9%) over the same period. By comparison, the ACT year old population has experienced a 0.2% increase in the participation rate in 2011, when compared with Unemployment rates for ACT youth According to the ABS Census of Population and Housing 2011, ACT year olds were less likely to be unemployed than year olds in the rest of the nation, but more likely to be unemployed than the year old ACT population in In 2011 the unemployment rate for ACT year olds was 7.7%. This compares with 11.2% rate for the whole of Australian year olds. The unemployment rate for the ACT working population years was 3.3% in the same year. The unemployment rate for year olds in the ACT has increased in 2011 when compared with the 2006 rate of 6.4%. The percentage change between the two Census years is 19.9%. A similar increase (19.5%) was experienced for year olds across Australia. By comparison, the unemployment rate for the ACT year old population increased by 7.5% in 2011, when compared with November

10 1. TOR 1: Implementation of current ACT programs, including national programs for youth training and education In the ACT, publicly funded VET programs available to youth are implemented through a combination of ACT and Australian Government funding. The implementation of publicly funded VET programs in the ACT is guided by: ACT Government priorities and the objectives agreed between the ACT and Australian Governments under: national agreements national partnership agreements and associated ACT implementation plans national project agreements ACT Government priorities for the education and training systems, economy and labour market The ACT education system recognises the importance of each student s unique pathway as they move into adult life and make choices about their future training, study and employment options. Strategic infrastructure investment by the ACT Government has ensured that industry-relevant training is underpinned by the latest equipment and technology. Upgrades to vocational education and training facilities have built on the ACT Government s major investment in school education, and provided the basis for the growth in post-school education and training that is necessary to maintain the ACT s sound economy. The ACT Government has been working to address both skills shortages and the needs of people excluded from the labour market, and continues to work both locally and with the Australian Government to implement coordinated strategic responses ACT Government funding for VET ACT Government funding for VET is provided to agencies including the Education and Training Directorate and Canberra Institute of Technology (CIT) for delivery and administration of VET programs, including programs accessed by youth. The ACT Government Budget allocated $144.8 million for VET services and infrastructure. November

11 ACT Government Budget initiatives for VET In addition, ACT Government Budget initiatives fund specific VET programs, projects and infrastructure. ACT Government expenditure and capital initiatives have injected more than $50 million into the ACT VET sector between 2008 and 2013, in addition to recurrent funding. These initiatives benefit all working age Canberrans, including youth Building and Construction Industry Training Fund Levy The Building and Construction Industry Training Levy Act 1999 imposes a levy for improving training in the building and construction industry. The ACT Building and Construction Industry Training Fund Authority (TFA) administers the training funds raised by this levy National agreements The ACT Government is a party to the following national agreements which support objectives and outcomes relating to youth training and education: National Agreement for Skills and Workforce Development (NASWD) effective 13 April 2012 National Education Agreement (NEA) effective 25 July The NASWD identifies the long-term objectives of the ACT, Australian and other State and Territory Governments in the areas of skills and workforce development, and recognises the interest of all governments in ensuring the skills of the Australian people are developed and utilised in the economy. The previous NASWD was implemented over The NEA affirms the commitment of the ACT, Australian and other State and Territory Governments to the objective that all Australian school students acquire the knowledge and skills to participate effectively in employment and society. The previous NEA was implemented over The Commonwealth has proposed that the National Education Reform Agreement (NERA) will replace the current NEA from 1 January The NERA will reaffirm the commitment of ACT, Australian and other State and Territory Governments to the objective that Australian schooling should provide a high quality and equitable education for all students. November

12 1.3. National partnership agreements National partnership agreements (NPs) fund programs that contribute to achieving the objectives of national agreements. NPs support the delivery of specified outputs or projects, facilitate reforms or reward the delivery of nationally agreed reforms. Project payments are financial contributions to the ACT to deliver projects, such as training programs. Project payments for training programs are intended to support nationally agreed objectives and improve the quantity or quality of training delivery. To the fullest extent possible, project payments are aligned with the achievement of project milestones or targets. When a reform is agreed as a national priority, NP facilitation payments may be paid in advance of the ACT implementing reforms, in recognition of the administrative and other costs associated with undertaking reform. NP reward payments reward the ACT s delivery on nationally significant reform or continuous improvement in service delivery. Table 1.1 outlines current national partnership agreements which relate to youth training and education, with implementation dates and associated National Agreements. Table 1.1: Current national partnership agreements National Partnership Agreements Start date End date Associated National Agreement Skills Reform 13/04/ /06/2017 NASWD Youth Attainment and Transitions 02/07/ /12/2013 NASWD & NEA TAFE Fee Waivers for Childcare Qualifications Training Places for Single and Teenage Parents 01/01/ /12/2014 NASWD 07/03/ /12/2015 NASWD Trade Training Centres in Schools 04/03/ /12/2017 NEA Sources: ; ; November

13 National Partnership Agreement on Skills Reform The objectives of National Partnership Agreement on Skills Reform are: a VET system that delivers a productive and highly skilled workforce which contributes to Australia's economic future to enable all working age Australians to develop the skills and qualifications needed to participate effectively in the labour market. The outcomes sought by this agreement are: more accessible training for working age Australians and, in particular, a more equitable training system, which provides greater opportunities for participation in education and training a more transparent VET sector, which enables better understanding of the VET activity that is occurring in each jurisdiction higher quality VET sector, which delivers learning experiences and qualifications that are relevant to individuals, employers and industry a more efficient VET sector, which is responsive to the needs of students, employers and industry. The ACT Implementation Plan: National Partnership Agreement on Skills Reform was signed in November 2012 and can be found at: Key projects to be implemented in the ACT under the Skills Reform NP and which have benefits for youth training and education include: Better Linkages between Employment and Training Initiative ACT Entitlement to Training Growing system capacity to meet learner language, literacy, numeracy and other foundational skills needs Integration of Income Contingent Loans into ACT VET system Strengthening of quality criteria for access to public subsidy funding Risk profiling of registered training organisations (RTOs). The implementation of the projects is already underway, lead by the Education and Training Directorate. November

14 The ACT Government is also contributing the development and implementation of: Australian Apprenticeships reform a national unique student identifier the MySkills website National Partnership Agreement on Youth Attainment and Transitions The National Partnership Agreement on Youth Attainment and Transitions (YAT NP) aims to increase the educational attainment and engagement of young people aged 15 to 24 years in education, training and employment. Specific outcomes are: increased participation of young people in education and training young people make a successful transition from school to further education, training and full-time employment increased attainment of young people aged 15 24, including Indigenous youth. The parties to the YAT NP also committed to implement new measures that support the engagement of young people aged 15 to 24 in education and training. Three measures form the Compact with Young Australians: The National Youth Participation Requirement The Education or Training Entitlement Strengthened participation requirements for year olds. YAT NP funding is allocated across several outputs: Maximising Engagement, Attainment and Successful Transitions School Business Community Partnership Brokers Youth Connections National Career Development. All projects must be completed, evaluated and reported on by 20 December November

15 National Partnership Agreement on TAFE Fee Waivers for Childcare Qualifications Under the National Partnership Agreement on TAFE Fee Waivers for Childcare Qualifications (TAFE Fee Waivers NP) the Australian Government agrees to pay regulated course fees for students enrolling in Diplomas of Children s Services and Advanced Diplomas of Children s Services delivered by CIT. The current TAFE Fee Waivers NP extends the 2009 TAFE Fee Waivers NP National Partnership Agreement on Training Places for Single and Teenage Parents The Training Places for Single and Teenage Parents NP aims to help improve the work readiness of single and teenage parents by supporting training that responds to parents caring and local workforce needs. Under this NP CIT has implemented a training place guarantee for eligible parents. Eligible parents are guaranteed entry into a mainstream (non- commercial) CIT program from Certificate II up to a Certificate IV level, subject to entry requirements. For young parents (under 24 years of age) eligible under this NP, a range of programs are also delivered by CIT at Canberra College Care (CCCares) at no cost to the participants. The NP has enabled CIT and CCCares to build on a long established relationship and provide more training opportunities for CCCares students. The Australian Government provides a financial contribution to the ACT to support the implementation of this NP. The ACT Government provides a matching, in-kind contribution National Partnership on Trade Training Centres in Schools Trade training centres (TTCs) are being established to help increase the proportion of students achieving a Year 12 Certificate or equivalent qualification by ensuring students have access to high quality, relevant education and training opportunities that engage and encourage them to complete their studies. TTCs also aim to address skills shortages in traditional trades and emerging industries. Under the program, funds are available for major capital works, upgrade November

16 or refurbishment of existing facilities and/or industry standard equipment. Both public and non-government schools can seek funding from the Australian Government under the National Partnership on Trade Training Centres in Schools (TTCs NP) Tuggeranong Sustainable Living Trade Training Centre. In 2012 the Australian Government announced funding of $8.163 million for the establishment of the Tuggeranong Sustainable Living Trade Training Centre (TSLTTC). The TSLTTC will provide training and employment pathways in automotive, construction, horticulture and hospitality for students attending public high schools and colleges in Tuggeranong. Funding has been provided to refurbish the VET facilities in six public high schools and colleges in the Tuggeranong Network to bring them up to industry-standard. Redevelopment works are to occur in specialist areas at Lanyon, Caroline Chisholm, Wanniassa and Calwell High Schools. Erindale College s commercial kitchen will be redeveloped and the cafe seating area will be expanded. Tuggeranong College will have a purpose built construction facility and major redevelopment of the existing technology workshops. The TSLTTC is currently under development with the tender process now complete and construction work started in July The Belconnen Regional Trade Training Centre In principle funding of up to $8,000,064 for the Belconnen Regional Trade Training Centre (BRTTC) was announced by the Australian Government, under Round Five (Phase 1) of the TTCs NP on 14 August The funding was approved for the refurbishment of existing facilities to include commercial kitchens, teaching cafes, workshops for automotive, construction, engineering and furniture making, a greenhouse and also the provision of equipment across seven sites within the cluster. Projects are subject to final contract negotiations. BRTTC will deliver qualifications in automotive, construction, engineering, food processing, furnishing, horticulture and hospitality to address skills shortages in horticulture and in the trades of baker, cabinetmaker, carpenter, cook, metal fabricator and motor mechanics (general). November

17 The BRTTC will be a networked approach to program delivery. The lead school, University of Canberra Senior Secondary College Lake Ginninderra, will partner with: Melba Copland Secondary School Copland Campus Belconnen High Canberra High Hawker College University of Canberra High School Kaleen Kingsford Smith School National project agreements National project agreements with the Australian Government contribute to achieving the objectives of national agreements Project Agreement for the Commonwealth/State and Territory Joint Group Training Program The Project Agreement for the Commonwealth/State and Territory Joint Group Training Program (JGTP Project Agreement) supports the delivery of the Australian Apprenticeships program. The JGTP Project Agreement between the Commonwealth and the ACT provides joint funding from the ACT and Australian Governments to assist ACT group training organisations (GTOs) to implement strategies and initiatives which encourage and improve commencements and completions in Australian Apprenticeships in agreed priority areas. Group training in the ACT is an employment and training arrangement whereby a GTO employs Australian Apprentices under a National Training Contract (training contract) and places them with host employers. Group training arrangements enable employers who may not be in a position to employ an Australian Apprentice to participate in the up-skilling of their industry. GTOs undertake the employer responsibilities for the quality and continuity of the Australian Apprentices employment and training. GTOs manage the additional care and support necessary to achieve the successful completion of the training contract. The ACT JGTP Grants Program is administered by the Education and Training Directorate. November

18 1.5. The National Youth Participation Requirement As part of the National Youth Participation Requirement, all young people in the ACT are required to participate in schooling until they have completed year 10 (or an approved equivalent) and then in full-time (at least 25 hours per week) education, training or employment (or a combination of these) until they are aged 17. ACT Government strategies that support the implementation of this requirement include the provision of: School-based vocational education and training options Students in ACT schools have a wide range of vocational education and training options to choose from to cater for their needs and interests Post-year 10 alternatives (work-related training and employment) The Education and Training Directorate recognises that, for some students, full-time school or home education is not the best option post-year 10. Approval Statements may be issued to enable students to engage in one of the following three alternatives: full-time work-related training (such as an apprenticeship or traineeship) full-time employment any combination of work-related training and/or employment and/or education to the extent that is equivalent to full-time participation in an education course Pre-year 10 VET alternatives to full-time schooling A 15 or 16 year old without year 10 may enrol in a full-time vocational education and training course at a RTO. A 15 or 16 year old without year 10 may pursue an apprenticeship or traineeship or other employment in lieu of school attendance if they have been issued with an Exemption Certificate. November

19 1.6. Current VET programs for youth in the ACT Youth in the ACT have a range of VET options to choose from. The availability of a wide variety of government-funded training opportunities empowers the youth of Canberra to shape their own pathways through school, and to work and further study. Table 1.2 outlines the range of VET and vocation-related education options available to youth in the ACT. Table 1.2: VET and vocation-related education options currently available in the ACT for youth Options Youth target group Examples Recognised VET in Schools (VETiS) Recognised VET outside schools Other vocational learning inside schools Other vocational learning outside schools year olds undertaking recognised VET as part of their Year 12 Certificate School students (15-19 yrs) enrolling part-time and independently from school School leavers (15-19 yrs) and young adults (20-24 yrs) enrolling part-time or full-time School students (15-19 yrs) School students (15-19 yrs): part-time and independent from school School leavers (15-19 yrs) and young adults (20-24 yrs): part-time or full-time VET subjects/courses with Structured Workplace Learning VET subjects/courses without Structured Workplace Learning Australian School-based Apprenticeships General VET subjects/courses Australian Apprenticeships Pre-apprenticeships Vocational preparation/foundation courses Work experience Career Education Work experience and work readiness Career Education Community-based learning Employment The following programs are funded by the ACT and Australian Governments and implement both local and national strategies for vocational education and youth training. Additional details about specific programs are provided under Terms of Reference 3. November

20 VET in Schools VET in Schools (VETiS) is activity undertaken as part of a student s senior secondary certificate that provides credit towards a nationally recognised VET qualification. A VETiS student is enrolled in at least one unit of competency or module that is part of a VETiS program. In the ACT VETiS programs are designed around Training Packages. A Training Package is a set of nationally endorsed standards, qualifications and guidelines used to recognise and assess the skills and knowledge people need to perform effectively in the workplace. Training Packages are developed by Industry Skills Councils with input from industry and training providers. Training Packages do not prescribe how an individual should be trained. Trainers and supervisors develop learning strategies the "how depending on learners' needs, abilities and circumstances. ACT VETiS students are able to receive dual accreditation towards an Australian Qualifications Framework (AQF) qualification and the ACT Year 12 Certificate Structured workplace learning Structured workplace learning (SWL) is the learning component of a VETiS course that is undertaken in the workplace. The skills or learning outcomes commonly reflect nationally recognised, industry-defined competency standards. The student is not paid by the employer. SWL placements are undertaken by students in years 10, 11 and 12 who are enrolled in a relevant VETiS course. SWL placements contribute to the assessment of competencies required for a many qualifications. The Education and Training Directorate coordinates SWL for government and non-government students undertaking general VETiS courses. Coordinators are funded under the YAT NP Australian School-based Apprenticeships Australian School-based Apprenticeships (ASBAs) are a specific type of VETiS program. The ASBA program differs from other VETiS programs in that a school-based apprenticeship or traineeship also involves an employment and training contract with an employer. ASBAs always include structured workplace learning but, unlike other VETiS programs, students are paid by the employer. An ASBA in a Certificate II qualification involves a minimum of eight hours paid employment in the workplace and three hours off-the-job training per week, while November

21 still attending school. An ASBA at Certificate III level has a greater time and work commitment and may require further work and study after the completion of year 12. ASBAs are also a specific type of Australian Apprenticeship. The funding provided for Australian Apprenticeships, including ASBAs, is known as User Choice. User Choice is a national funding policy promoting choice in training services provided to employers and Australian Apprentices. User Choice in the ACT implements recurrent VET funding provided by the NASWD and the ACT Government. Funding is provided for ASBAs in both public and non-government schools. User Choice is administered by the Education and Training Directorate. ASBAs may be employed under group training arrangements. The ACT JGTP Grants programs supports GTOs who employ and manage ASBAs Alternative Programs Alternative Programs implement a Maximising Education, Attainment and Successful Transitions (MEAST) initiative under the YAT NP. Alternative Programs assist students at risk to re-engage with learning and achieve nationally recognised VET qualifications. Interested students are also assisted to gain an ASBA. Alternative Programs address some of the barriers young people face in accessing VET by: subsidising training costs maintaining small group sizes providing a conducive training environment providing flexible delivery and hours providing transport and lunch where necessary. Programs are developed and delivered flexibly through negotiations between the Education and Training Directorate and RTOs. Programs are competency based and are continually evaluated, reviewed and adapted to ensure students obtain the best outcomes without compromising training standards. Career development and Pathways Planning support, based on the Australian Blueprint for Career Development, is embedded within Alternative Programs. November

22 Student successes are celebrated at the end of each program with a graduation ceremony. Nationally recognised vocational certificates are presented and families and teachers are invited to celebrate students achievements. A School Leader C position (0.6 FTE) is employed to coordinate and manage Alternative Programs. Australian and ACT Government funding is utilised to engage RTOs to deliver customised training from Training Packages Recognised VET outside schools General VET programs These programs deliver nationally recognised competencies and qualifications which provide people with occupational or work-related knowledge and skills. This area includes VET subjects and courses other than apprenticeships and traineeships delivered by CIT as well as publicly funded VET delivered by private providers Australian Apprenticeships (non-school-based) Australian Apprenticeships encompass all apprenticeships and traineeships and can be full-time or part-time. Australian Apprenticeships combine paid practical work with structured learning and lead to a nationally recognised qualification. Structured training can be on-the-job, off-the-job or a combination of both. Australian Apprenticeships are competency based which means training can be completed as soon as the required skill level in the full qualification is reached. Apprenticeships generally take longer to complete than traineeships. For example, an apprenticeship may take three to four years while a traineeship may take 12 to 36 months to complete. Australian Apprenticeships are available in both trade and non-trade occupations. Examples of trade occupations are Motor Mechanic, Hairdresser and Plumber. Examples of non-trade occupations are ICT Customer Support Officer, Child Care Worker and Travel Consultant. User Choice contributes to the cost of the structured training and assessment provided to the apprentice or trainee by the RTO. Australian Apprentices may be employed under group training arrangements. The ACT JGTP Grants programs supports GTOs who employ and manage apprentices and/or trainees in priority areas. November

23 The TFA also provides financial incentives for employers and GTOs to encourage the uptake and retention of apprentices and trainees in the building and construction industry Vocational preparation/foundation courses Publicly funded vocational preparation and foundation courses are delivered by CIT and through the Priorities Support Program (PSP). PSP is designed to provide access to training opportunities for people who cannot readily access, or who do not have a high chance of success in, other government funded training programs. PSP funding is provided for the delivery of courses which meet the needs of the participants. Training courses are based on innovative training approaches designed to maximise the chance of success for participants from target client groups and enhance successful participants' readiness to access both employment opportunities and further training pathways. CIT vocational preparation and foundation courses and PSP utilise recurrent VET funding provided by the NASWD and the ACT Government. PSP is administered by the Education and Training Directorate. Additional details about available courses are provided under Terms of Reference 3, 4 and Other vocational learning inside schools Work experience A Work Experience (WEX) placement is a student's short-term, unpaid participation in the workplace as a learner and an observer. This forms part of a student's broad career development and is not required to be linked to a specific course of study. The purpose of WEX is to provide guidance for students in the transition from school to working life in the community and to enable students to test tentative career choices against the realities of the workplace Career education Pathways Planning Pathways Planning has encouraged a cohesive approach to supporting the career development and transitions of young people while providing a common language to strengthen understanding across sectors. The final phase of Pathways Planning will November

24 occur with the implementation of the ACT career and transitions web based service at the end of Career and Transitions Web Based Service The career and transitions web based service will be a gateway to more comprehensive career and transition information and resources such as myfuture and My Skills, and a repository for young peoples Pathways Plans. Transitions and Careers Officers An ACT Government initiative funds a Transitions and Careers Officer (formally known as a Moving Forward Officer) in each ACT public college. Transitions and Careers Officers are experienced teachers with career development qualifications who facilitate the transition of students into and out of the college sector and improve students access to further education, training and employment. The Transitions and Careers initiative also supports the professional learning of teachers by providing funding assistance for teachers to undertake the Certificate IV in Career Development. Funding is also available to support teachers to attend local and national professional learning opportunities in career development Other vocational learning outside schools Work Experience and Support Program An ACT Budget initiative allocated funding over four years to enhance the Work Experience and Support Program (WESP), to help people from culturally and linguistically diverse backgrounds gain employment. The WESP offers office skills training, work experience on-the-job training and entry-level appointments with ACT Government agencies ACT Adult Community Education (ACE) Grants Program The ACT ACE Grants Program is designed to support quality adult community learning opportunities in a range of formal and informal settings using flexible and learner centred activities. The ACT Government funded courses may include innovative vocational learning activity which assists participants to develop their foundation and work-ready skills. November

25 Career education The CIT Youth Advisor The CIT Youth Advisor is a highly skilled youth worker and teacher who provides an outreach and mobile service for many of CIT s disengaged youth. The youth worker transitions students in and out of CIT and also works with teachers and community organisations to enable the young person to achieve their best. The CIT Youth Advisor is assisted in her work by a highly trained assistance dog whose role is to detect and work with stressed young people. CIT understands that this is a unique program offered in Australia which has proven to be successful with young people. Pathways planning at CIT CIT recognises the potential benefits of pathway plans for socially isolated and disengaged youth under 17 years of age. The aim of the personalised Pathways Plan is to help address issues of social isolation in young people and reduce incidences of anti-social behaviour through better connections with community. A Pathways Plan is developed for young people under 17 years of age with the support of a dedicated Pathways Advisor who will discuss an individual s needs and help them to create a study package to suit their goals and is a requirement for all students under 17 years of age that are not apprentices. Enrolment for these students must include a signed Under 17 Year Old Alert form which gives CIT the authority to report to the Education and Training Directorate and other reporting requirements Current ACT programs funded by the TFA The TFA s annual Training Plan outlines how funds will be allocated to training activities during the calendar year. The TFA Training Plan is developed in consultation with the building and construction industry and is approved each year by the ACT Minister for Education and Training. The TFA Training Plan 2013 provided a policy framework for the funding of training for entry level and existing workers in a wide range of occupations. It also provided for funding of access and equity, promotional and research related activities within the industry. November

26 Substantial incentives have been provided under the TFA Training Plan each year to assist employers to provide employment opportunities for young people seeking a career in the building and construction industry. In addition, young adults who have completed their entry-level training can benefit from TFA-funded professional development training activities for existing workers. The TFA also provides funding to assist public and non-government college students enrolled in Certificate II in Construction pathways Future initiatives StudyCanberra The StudyCanberra initiative is an ACT Government priority announced in the Budget. It has been allocated $2.091 million over four years to promote Canberra as a study destination for domestic and international students. It represents a partnership between the ACT Government and ACT tertiary education providers. It is overseen by the ACT Vice-Chancellors Forum. StudyCanberra will have a focus on exploring pathways between VET providers and universities. A pathway, for example, provides the opportunity for a student to study for two years at a partner VET provider then two years at a partner university, graduating with a university degree. November

27 2. TOR 2: The effectiveness of current youth training programs and strategies 2.1. Youth training strategies The ACT Government has vocational education and training (VET) strategies that target: young people specifically working age Canberrans, of which youth are a subset. These strategies include: ensuring young people make a successful transition from school to work and further study increasing the skill levels of the working age population [including youth] to meet the changing needs of the ACT economy ensuring all working age Canberrans [including youth] have the opportunity to develop skills providing training opportunities that deliver the skills and capabilities needed for improved economic participation for working age Canberrans [including youth] Youth training programs The programs that implement these strategies are described in Terms of Reference 1 and Measures of effectiveness Nationally agreed indicators of achievement and progress have been applied to assess the effectiveness of current training strategies and programs for Canberra s youth. The best data available was used in preparing this submission. For example, Census data was used whenever possible. All data was sourced from national, audited collections. November

28 Non-Census data varies in its ability to accurately detect changes at jurisdictional level, especially for sub-populations, such as youth or Aboriginal and Torres Strait Islander youth. Comments on data quality are provided against each indicator as required throughout this section. In summary, the key issues with data quality are: all data derived from surveys have a certain amount of error. Confidence intervals are considered when presenting survey data in this submission. where possible, analysis of change over time or differences between the ACT and other jurisdictions, has been tested for statistical significance. The word significant is only used to mean statistically significant. warnings are provided when reporting change over time for small populations. To be consistent with and utilise publicly available data, the following nationally agreed definitions have been adopted regarding youth: working age youth are defined as year olds post-compulsory school age youth are defined as year olds Are youth making a successful transition from school? To consider whether youth are successfully moving from school into work and further study, the following indicators may be considered: whether ACT youth are prepared for a successful transition using the proportion of the population of youth aged years who have completed a Year 12 Certificate or equivalent or gained a qualification at Australian Qualifications Framework (AQF) Certificate II or above whether post-compulsory school age youth are engaged in work or study using the proportion of year olds who are fully engaged in post school education, training or employment Over 90% of ACT youth are prepared for a successful transition The completion of a Year 12 Certificate or its equivalent is important for the successful transition of young people from school to employment and further education or training. This indicator measures both school and post-school educational outcomes, including apprenticeships and other VET study. November

29 In % of year olds in the ACT had obtained a Year 12 Certificate or equivalent or a Certificate II or above. This a 0.4 percentage point increase compared with the 2006 result for the ACT (90.6%). ACT youth aged years are more likely than youth in the rest of the nation to have a Year 12 Certificate or equivalent or Certificate II or above. The Australian rate in 2011 was 85%. Victoria achieved 88% and was the only other jurisdiction to achieve above the 2011 Australian rate. See Figure 2.1 The ACT is the only jurisdiction to exceed the COAG target of a national attainment rate of 90% for year olds with a Year 12 Certificate or equivalent or Certificate II. Progress by all states and territories will be needed to meet this national target by All jurisdictions increased their year old Year 12 Certificate or equivalent or Certificate II or above attainment rate in 2011 when compared with The largest increase was achieved by Northern Territory (6.2 percentage points), followed by South Australia (4 percentage points) and Western Australia (2.8 percentage points). Figure 2.1: Proportion of young people aged years who have completed Year 12 (or equivalent) or gained a qualification at AQF Certificate II level or above, by jurisdiction, 2006 and 2011 ACT Vic Aust NSW Qld WA SA Tas NT Source: ABS, Census of Population and Housing, 2006, 2011 November

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