Training & Education Industry

Transcription

1 Training & Education Industry Environment Scan 2015

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3 Predicting change Contents 1. Executive summary 2 2. Industry intelligence 6 3. Identified workforce development needs Current impact of training packages 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. Training & Education Industry i

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5 CHAPTER 1 Executive summary

6 IBSA Environment Scan 2015 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 , was confirmed at $110.9 billion in October and is forecast to reach $136.7 billion by 2018/19. 2 The 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 , 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 IBISWorld, (2014) Industry Report P, Education and Training in Australia, April IBISWorld, (2014) Industry Report P8101, Technical and Vocational Education and Training in Australia, 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 preretirement 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 Economy 2 Chapter 1 Executive summary

7 Predicting change 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. Training & Education Industry 3

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9 CHAPTER 2 Industry intelligence

10 IBSA Environment Scan 2015 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 and is expected to be $136.7 billion by External 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 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 Australian 6 Australian Education International, (2013) Research Snapshot Export income to Australia from international education activity in 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 University comprised of both dual-sector institutions that typically offer higher level VET qualifications such as diplomas and advanced 6 Chapter 2 Industry intelligence

11 Predicting change Figure 1: Training and education market segmentation, Language and other education Vocation education and training Private school education University and other higher education Government school education Preschool education Source: IBISWorld, Industry Report P, Education and Training in Australia, April 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 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 , industry revenue was forecast to grow by an annual rate of 1.9 percent to reach $9.6 billion 9 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 million to 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, Training & Education Industry 7

12 IBSA Environment Scan 2015 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 Publicly funded training activity was delivered by 2,094 distinct training providers in 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 13 While 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, 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 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 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, Chapter 2 Industry intelligence

13 Predicting change Figure 2: VET sector versus industry costs, Average costs of all industries in sector ( ) VET sector costs ( Profit Rent Utilities Depreciation Other Wages Purchases Source: IBISWorld Industry Report P8101, Technical and Vocational Education and Training in Australia, 2014 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 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 Domestic students totalled 985,374 or 75.0 percent of all students, which was an increase of 5.5 percent over 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. Training & Education Industry 9

14 IBSA Environment Scan 2015 Figure 3: International education income activity by sector, 2013 Higher Education Vocation Education Training ELICOS Schools Non-award Other education services Source: Australian Education International, (2013) Research Snapshot Export income to Australia from international education activity in 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 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 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, 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 10 Chapter 2 Industry intelligence

15 Predicting change Table 1: International student numbers by sector, Sector % growth % growth Higher education 225, , , VET 118, ,234 98, ELICOS 79,911 78,970 93, Non-award 27,716 25,263 28, Schools 20,611 18,447 17, Total 425, , , Source: Australian Education International, (2013) Research Snapshot International student numbers 2013 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 was forecast at 14.4 percent, with a slower forecast growth predicted of 8.8 percent through to 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 years 23 IBISWorld, (2014) Industry Report X0008, Online education in Australia, Figure 4: International students by country and sector, 2013 Non-award Schools ELICOS VET Malaysia Vietnam Republic of Korea India China Higher Education Source: Australian Education International, (2013) Research Snapshot International student numbers 2013 Training & Education Industry 11

16 IBSA Environment Scan 2015 Figure 5: Major market segmentation for online education ( ) 9% 30% 18% People aged 17 years and under People aged 18 to 24 years People aged 25 to 44 years 43% People aged 45 years and over Source: IBISWorld, Industry Report X0008, Online education in Australia, olds possessing a Bachelor degree by 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 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 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 to IBISWorld, (2014) Industry Report P8026, Government schools in Australia, Table 2: VET in Schools students by major qualifications, Australia 2012 AQF Qualifications Schoolbased apprentices and trainees Schoolbased apprentices and trainees Schoolbased 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) (% of 18,500 (% of 23,000 (% of 216,500) (% of 230,900) (% of 229,600) (% of 233,800) (% of 249,400) (% of 252,600) Certificate IV or higher Certificate III Certificate II Certificate I Other % 100% 100% 100% 100% 100% 100% 100% 100% Source: NCVER 2013, Australian vocational education and training statistics, VET in Schools 2012 data tables, Australia 12 Chapter 2 Industry intelligence

17 Predicting change The majority of VET in Schools students were male, comprising 54.7 percent of the students in 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 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 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 , released July Figure 6: Total persons employed in Training and Education Industry by sector, May May 2011 May 2012 May 2013 May School Education Tertiary Education Adult, Community and Other Education Preschool Education Education and Training, nfd Source: ABS, 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 Training & Education Industry 13

18 IBSA Environment Scan 2015 Figure 7: Total persons employed in the Training and Education Industry, by sector by state or territory, May 2014 NSW VIC QLD SA WA TAS NT ACT School Education Tertiary Education Adult, Community and Other Education Preschool Education Education and Training, nfd Source: ABS, Labour Force, Australia, Detailed, Quarterly, May 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 Males Females School Education Tertiary Education Adult, Community and Other Education Preschool Education Education and Training, nfd Source: ABS, Labour Force, Australia, Detailed, Quarterly, May 2014, nfd Not further defined Note: Tertiary education includes higher education and VET employed 14 Chapter 2 Industry intelligence

19 Predicting change Figure 9: Education profile of the Training and Education workforce Education and Training All Industries Postgraduate qualification Bachelor degree Advanced Diploma and Diploma Certificate III and IV Year Years 10 and Certificate I and II Below Year Share of Employment (%) Source: Dept of Employment, Labour Market Information Portal, Employment by industry and educational attainment, accessed August 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 , 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 is 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. 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 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. 28 IBISWorld, Industry Report P8010, Preschool education in Australia Industry report, LMIP Industry Trend Data tool(2014) Dept of Employment, Trend Data and Projections, accessed August Source: ABS Labour Force Survey cat. No , four quarter average. Training & Education Industry 15

20 IBSA Environment Scan 2015 Figure 10: Employed persons by age compared with All Industries (% share of employment), May Training and Education All Industries and over Source: ABS Labour Force Survey cat. No , four quarter average. Figure 11: Full time employment by sector (percentage share of employment), May 2013 Adult, Community and Other Education Preschool Education Education and Training School Education All Industries Tertiary Education Figure 12: DEEWR projected employment growth by sector, five years to November 2017 Preschool Education Education Support Services Adult, Community and Other Education Tertiary Education School Education Source: DEEWR 2013 Employment Projections to November ,000 5,000 15,000 25,000 35, Chapter 2 Industry intelligence

21 Predicting change 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. 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 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), 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. 31 Business Council of Australia, June 2014, Jennifer Westacott, Swinburne University 2014 Chancellor s Lecture : Redefining Vocational Learning in the Global Economy 32 RBA (2014) Statement on monetary policy, August Source: 2013 DEEWR Employment Projections to November 2017 Training & Education Industry 17

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23 CHAPTER 3 Identified workforce development needs

24 IBSA Environment Scan 2015 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 ASQA 34 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 noncompliant, 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 reform in a changing VET sector, June Chapter 3 Identified workforce development needs

25 Predicting change Figure 13: Compliance with standards by existing RTOs, audits of existing RTOs (1 October March 2014) Compliance at initial audit Compliance following rectification 20 0 SNR 15 SNR 16 SNR 17 SNR 18 SNR 19 SNR 20 SNR 21 SNR 22 SNR 23 SNR 24 SNR 25 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 Source: Presentation by Chris Robinson, ASQA CEO at ACPET ACCI National Skills Summit on Regulatory reform in a changing VET sector, June (SNR Standards for Initial Registration) 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 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 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 37 IBSA Report, Australia s Most Important Qualification- A Roadmap for Reform, ibid 39 Hodge, S 2014 Interpreting competencies in Australian vocational education and training; practices and issues, NCVER, Adelaide Training & Education Industry 21

26 IBSA Environment Scan 2015 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 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. 41 McKinsey and Co (2013) Six social media skills every leader needs 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 22 Chapter 3 Identified workforce development needs

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29 CHAPTER 4 Current impact of training packages

30 IBSA Environment Scan 2015 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 underreporting of completions. 26 Chapter 4 Current impact of training packages

31 Predicting change Table 3: Enrolments and completions in Foundations Skills qualifications, 2013 FSK Enrolments Completions 2013 FSK10113 Certificate I in Access to Vocational Pathways FSK10213 Certificate I in Skills for Vocational Pathways FSK20113 Certificate II in Skills for Work and Vocational Pathways TOTAL FSK Foundation Skills enrolments 1, Source: VOCSTATS < extracted on 16/07/2014. 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 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 previous highest education level, age group, gender. Figure 14: Course type associated with FSK unit of competency enrolments 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) Source: VOCSTATS < extracted on 16/07/2014. Training & Education Industry 27

32 IBSA Environment Scan 2015 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. Figure 15: Enrolments by state and territory in Foundation Skills qualifications, NSW VIC QLD SA WA TAS NT ACT Source: VOCSTATS < extracted on 08/08/2014. Figure 16: Previous highest education level of participants enrolled in Foundation Skills qualifications, % Bachelor degree/higher degree level (4%) 5% 4% 3% 3% Advanced diploma/associate degree (1%) Diploma (3%) 11% Certificate IV (3%) 44% 3% 1% Certificate III (11%) Certificate II (3%) 25% Certificate I (1%) Year 12 (25%) Year 11 or below (44%) Unknown or Misc (5%) Source: VOCSTATS < extracted on 08/08/ Chapter 4 Current impact of training packages

33 Predicting change Figure 17: Enrolments by age group in Foundation Skills qualifications, 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 Source: VOCSTATS < extracted on 08/08/2014. Figure 18: Enrolments in Foundation Skills qualifications by gender, Female Male Source: VOCSTATS < extracted on 09/08/2014. Table 4: Percentage of enrolments by Indigenous students in Foundation Skills and all IBSA qualifications, Foundation Skills 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% Source: VOCSTATS < extracted on 2/09/2014. Training & Education Industry 29

34 IBSA Environment Scan 2015 Table 5: Enrolments and qualifications completed in Training and Education, Training and Education 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 % Overall % change in enrolments % TAE* Qualifications Issued 19,010 24,274 25,172 20,736 % Change in Qualifications Issued % -17.6% Average annual % change in Qualifications Issued % Overall % change in Qualifications Issued % Source: 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, ,428 41,040 44,369 39, % 8.1% -11.9% Source: VOCSTATS < extracted on 16/07/2014. Figure 20: Qualifications completed in Training and Education and annual percentage change, ,010 24,274 25,172 20, % 3.7% -17.6% Source: VOCSTATS < extracted on 16/07/2014. Completions will be revised upwards to include further notification of qualifications completed. 30 Chapter 4 Current impact of training packages

35 Predicting change Figure 21: Enrolments by qualification level in Training and Education, ,000 40,000 30,000 20,000 10,000 0 Certificate I Certificate II Certificate III Certificate IV Diploma or higher Source: 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 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 TAA50104 BSZ50198 TAE70210 BSB70108 TAE80210 BSB80108 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice (295) Diploma of Training and Assessment (106) Vocational Graduate Certificate in Management (Learning) (89) Vocational Graduate Diploma of Management (Learning) (39) TAE80110 Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership (7) Source: VOCSTATS < extracted on 16/07/2014. 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 The Diploma of Training and Assessment (from the superseded TAA04 Training Package) had 106 enrolments reported in 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. Training & Education Industry 31

36 IBSA Environment Scan 2015 Figure 22: Enrolments by state and territory in Training and Education qualifications, ,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 NSW VIC QLD SA WA TAS NT ACT Source: VOCSTATS < extracted on 08/08/2014. Figure 23: Enrolments in Training and Education qualifications by student remoteness region, ,000 25,000 20,000 15,000 10,000 5, Major cities Inner regional Outer regional Remote and very remote Overseas and unknown Source: VOCSTATS < extracted on 08/08/2014. Note: Data for 2010 is based on the Student Remoteness Region 2006 (ARIA+) while data for 2011 to 2013 are based on the Student Remoteness Region 2011 (ARIA+). Training and Education enrolment characteristics This section illustrates various characteristics of students enrolled in Training and Education qualifications in 2013 including previous highest education level, age group, gender, study mode (full or part time) and the delivery mode for the subjects studied as part of the qualification. Previous highest education level A Bachelor or higher education degree is held by 34 percent of enrolled students, with 18 percent not holding a post secondary qualification. This second figure is a little surprising given the requirement for trainers to demonstrate vocational competencies at least to the level of those being delivered. Enrolments by age group Enrolments have declined in all age groups, except for those 60 years and over. This may be accounted for by the increased participation rate by those aged 60 years and over. Enrolments by gender Females continue to dominate enrolments. While enrolments by males showed a small increase over the last few years, between 2012 and 2013 there was a small decline. Enrolments by Indigenous students Table 7 shows that the percentage of students enrolling in Training and Education qualifications who identify themselves as Indigenous increased until 2012, when it reached the overall percentage for all IBSA qualification enrolments. The Indigenous percentage of Training and Education qualifications enrolments decreased in 2013 to below the overall IBSA percentage. The TAE qualification with the highest number of Indigenous enrolments in 2013 was TAE40110 [TAA40104, BSZ40198] - Certificate IV in Training and Assessment, which had 2.6 percent or 946 Indigenous students. No other TAE qualification had more than 16 Indigenous students, or 2.7 percent. 32 Chapter 4 Current impact of training packages

37 Predicting change Figure 24: Previous highest education level of participants enrolled in Training and Education qualifications, 2013 Bachelor degree/higher degree level (34%) 7% 10% Advanced diploma/associate degree (5%) Diploma (12%) 11% 10% 34% Certificate IV (11%) Certificate III (10%) Certificate II (0%) Certificate I (0%) 11% 12% 5% Year 12 (11%) Year 11 or below (7%) Unknown or misc (10%) Source: VOCSTATS < extracted on 08/08/2014. Figure 25: Enrolments by age group in Training and Education qualifications, ,000 14,000 12,000 10,000 8,000 6,000 4,000 2, 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 Source: VOCSTATS < extracted on 08/08/2014 Figure 26: Enrolments in Training and Education qualifications by gender, Female Male 21,025 22,042 23,258 20,873 17,253 18,832 20,967 18, Source: VOCSTATS < extracted on 09/08/2014. Training & Education Industry 33

38 IBSA Environment Scan 2015 Training and Education apprenticeships and traineeships Commencements and those in training and traineeships were showing strong upward trends leading up to 2012 as illustrated in Figure 28. The significant decrease in commencements and those in training between 2012 and 2013 follows the overall decline in enrolments during that period. Completions on the other hand remain steady with previous years and there has been a decline between 2012 and 2013 of cancellations and withdrawals. Table 7: Percentage of enrolments by Indigenous students in Training and Education and all IBSA qualifications, Training and Education Percentage of TAE enrolments by Indigenous students 3.1% 3.6% 4.0% 2.5% Percentage of all IBSA enrolments by Indigenous students 4.4% 4.0% 4.0% 4.2% Source: VOCSTATS < extracted on 09/08/2014. Figure 27: Apprenticeships and traineeships in Training and Education qualifications by training contract status (Commenced, Completed, Cancellations/Withdrawals and In Training), Commenced Completed Cancellations/ Withdrawals In Training 1, Source: Apprentice and Trainee Collection from VOCSTATS < extracted on 7/8/2014. Notes specific to Apprenticeship and Traineeship statistics: Figures are based on date of effect rather than the date of processing. Due to lags in reporting and processing, the most recent figures (generally those for the last 7 quarters or 2 years) are estimates and are subject to revision. 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. 34 Chapter 4 Current impact of training packages

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41 CHAPTER 5 Future directions

42 IBSA Environment Scan 2015 CHAPTER 5 Future directions IBSA plays a key role in developing and promoting the use of the FSK Foundation Skills Training Package and the TAE Training and Education Training Package. Collecting stakeholder feedback provides important input into making required training package updates and maintaining standards. It is early days for the FSK Foundation Skills Training Package but preliminary feedback suggests it is a highly useful tool and is being utilised in various ways by different Industry Skills Councils. The importance of the TAE Training and Education Training Package to the VET sector cannot be under estimated. A search of RTOs with the training component TAE10 currently in scope and notified delivery, returned 2052 records out of a possible total of 4,631 currently registered. That amounts to 44 percent of RTOs having the TAE on scope and any changes to the Package potentially affect them all. 42 PRIORITIES FOR IBSA TRAINING PACKAGES FSK Foundation Skills Training Package: collect feedback on the FSK Training Package, including best practice 42 Training.gov.au, September 2014, Search/SearchOrganisation?nrtCodeTitle=tae10&Implicit NrtScope=true&ImplicitNrtScope=false&IncludeUnregister edrtosforscopesearch=true&includeunregisteredrtosfors copesearch=false&orgsearchbyscopesubmit=search used by Industry Skills Councils and Registered Training Organisations. TAE Training and Education Training Package: Improve engagement with RTO senior managers and trainers to ensure that the Training and Education Training Package meets industry skills needs regarding standards and compliance Promote the AQF guidelines around volume of learning for the Certificate IV qualifications to ensure deep learning and skill proficiency, to give greater prominence to assessment skills, and Consider working with other training packages eg Business Services and Information and Communications Technology, to strengthen VET sector business skills. SUPPORTING A RESPONSIVE NATIONAL VET SYSTEM To assist in enhancing the responsiveness of the national VET system and support the Training and Education Industry workforce, Escan 2015 findings suggest consideration of the following measures. Continuing professional development and professionalisation of the VET workforce in: new standards and what they mean assessment skills foundation skills use of technology to develop and deliver training and assessment managing social media as a positive influence, and strategies to maintain industry currency. In accordance with the new risk approach to be undertaken by ASQA: develop and audit against stringent standards for providers delivering and adding the Certificate IV in TAE and the Diploma in TAE to scope target the professional development of trainers both in terms of maintaining industry currency and assessment, and monitor the benefits of external validation of standards and registration of trainers, as demonstrated in the pilot programs to underpin professionalism in the sector. Table 8 summarises the workforce development challenges in this industry. 38 Chapter 5 Future directions

43 Predicting change Table 8: Workforce development challenges Workforce development challenge: Impact on: Critical future skills: Maintaining standards and improving quality practices Business clients RTOs VET practitioners Students/learners Unpacking and understanding the components of training packages Understanding and interpreting standards Reading, analysing and interpreting competencies Designing delivery Designing and assessing competency based assessment Assessment validation as internal or external auditor Ethics and accountability Corporate governance Risk management Building business alliances Business clients RTOs VET practitioners Networking Research Prospecting Communication Contract negotiation Delivering on customer service especially learners as consumers All businesses Engaging with, and satisfying, learners skills needs Communication and interpersonal skills Negotiation Solution selling, both accredited and non accredited training Problem solving Building repeat business Referral skills Incorporating foundation skills development into training and assessment Designing and delivering tailored training Adapting to changing workplaces All businesses Flexible training delivery Working in suboptimal conditions Developing blended learning options Developing trust Sound business practices All businesses Developing business acumen Workforce planning and development capability Systems thinking Students as customers Record keeping Adopting and integrating technology into service delivery All businesses Understanding the scope and limitations of BYOD and CYOD Instructional design Understanding cross platform dynamics Building and sustaining a body of social followers Establishing rules Training & Education Industry 39

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45 Appendices

46 IBSA Environment Scan 2015 APPENDIX A Methodology and bibliography METHODOLOGY AND STAKEHOLDER INPUT Statistical information for this report was gathered through a desktop research process from a range of sources as indicated in the bibliography. Further input into this Escan was gathered from industry stakeholders via a series of consultation forums held in Forums were held in Adelaide, Brisbane, Canberra, Melbourne, Perth, Sydney, Hobart, Darwin; and a webinar gathered views from regional stakeholders. Survey tools were used at each of the forums to gather information from participants, including advice on occupations in demand. This Escan was validated by IBSA s Sector Advisory Committee in October The following organisations have made valuable contributions to this Escan: 3-AAA Training & Consulting Pty Ltd Academy IT ACAE Access Training Centre Acropolis Now Pty Ltd Adelaide College of Technical Education Adult Education and Vocational Training Institute (AEVTI) Animal Industries Resource Centre Arts Centre Melbourne Arts Communications Finance Industries and Property Services ITAB NSW Arts NT Association of Accounting Technicians Association of Superannuation Funds of Australia (ASFA) AUCTUS Business Training and Consulting Ausdance NSW AuSQ Australian Adelaide International College Pty Ltd Australian Broadcasting Corporation Australian Business Academy Australian Community Logistics Australian Computer Society (ACS) Australian Council for Educational Research (ACER) Australian Council for Private Education and Training (ACPET) Australian Directors Guild Australian Entertainment Industry Association Australian Financial Markets Association Australian Human Resources Institute (AHRI) Australian Industry Group (AiG) Australian Industry Trade College Australian Information Industry Association (AIIA) Australian Institute of Management Australian Institute of Technology Transfer Australian Library and Information Association Australian Manufacturing Workers Union (AMWU) Print 42 Appendix A Methodology and bibliography

47 Predicting change Australian Maritime Safety Authority Australian Medical Association (WA) Australian Pacific College Australian Professional Skills Institute (APSI) Australian Services Union Australian Skills Quality Authority Australian Vocational Education & Training Academy (AVETA) Australis Institute of Technology and Education (AITE) B Trained Baking Industry Training Australia Baptist Care Barrington Training Services Betterlink Group Blended Learning International BMC Bookkeeping Institute of Australia Pty Ltd Booth College, The Salvation Army Box Hill Institute BRACE Education and Training Bridge Business College Brown s Mart Arts Ltd BSA Limited & BSA Advanced Learning Bunyip & Associates Pty Ltd Business Foundations Inc. Business Planning Pty Ltd representing Australian Marketing Institute Business SA Business Skills Viability Business Solutions and Consulting Business Transformation Solutions C Y O Connor Institute Canberra Institute of Technology (CIT) Captain Cook College Career Lounge Cemons Skills Centre Centacare Central Coast Community College Central Institute of Technology Centre for Adult Education CEO Tasmania Challenger Institute of Technology Chamber of Commerce NT Charles Darwin University CHARTTES Cultural, Recreation & Tourism Training Advisory Council, NT Chemene Sinson, Consultant Chisholm Institute Cisco Networking Academy ANZ and Pacific Islands CITT City of Unley College of Design and Social Context College of Lifelong Learning Pty Ltd Combined Team Services Commercial Manager TIS Communicare Academy Community College Gippsland Concept Training Australia Corridors Training Inc. Corrugated Iron Youth Arts COTÉ Software and Solutions Crown Institute of Business and Technology CSH&E Training Council, WA CTQ Cultural Infusion Culturally Make a Difference Curtin University CWU Australia Darwin Entertainment Centre Darwin Festival DDLS Department of Culture and the Arts, WA Department of Education and Early Childhood Development (DEECD), SA Department of Industry (DOI) Diane Appleby Jewellery Dixi Joy Bankier, Producer DOME Association Durban International College Pty Ltd Edutainer Entropy Enterprises Enzumo Evocca College Evolution Evolve Training Solutions Excel Training Executive Assistant Network Federation University Finance Sector Union Finance Sector Union (FSU) Financial Administrative and Professional Services Training Council WA Financial Planning Association Australia Financial Services Academy Financial Services Institute of Australasia (FINSIA) Financial, Administrative and Professional Services Training Council Incorporated Fire & Rescue NSW Flex Training Services Training & Education Industry 43

48 IBSA Environment Scan 2015 Fourth Force Pty Ltd Fuji Xerox Australia Pty Limited FuturePrint Futures Now, WA Futurum Australia FYI Training Game Developers Association of Australia (GDAA) Global Business Training Gold Coast Institute of TAFE Goodstart Great Southern Institute of Technology (WA) (GSIT) Greencross Vets Group Training Australia (SA) Guildhouse Hargraves Institute Health Consumers Action Group WA Inc. Heritage Bank Holmesglen Institute Human Services Training Advisory Council, NT Hunter TAFE Illawarra ITeC Independent Schools Victoria Industrial Foundation for Accident Prevention (IFAP) Insources Institute for Civic Leadership Institute of Certified Bookkeepers Institute of Project Management Institute of Public Accountants Insurance Australia Group Irene Coleiro, Consultant Jasmine Education group Pty Ltd Jenard Training John Dwyer, Consultant Judy MacGraw Consulting Kaplan Professional Kate Hanson Training and Assessment Kingston International College Kondinin Group Industry Training Koolat Safety Kormilda College Lane Print Group Leap training Learning Options Lifetimes & Milestones Lightmare Studios Live Performance Australia Loans Cafe Locher and Associates MancinoCateringServices Marine Rescue NSW Master Electricians Australia Mastermind Group Matlin Professional Development Media Makeup Media, Entertainment & Arts Alliance Melissa Mahoney Legal College Mentor Education Merage Global Institute of Technology Metropolitan Fire Brigade Milcom Communication Montague Consulting Murray College of Health Education Music Council of Australia Musicians Union of Australia National Association for the Visual Arts National Corporate Training Pty Ltd National Training and Solutions Provider Pty Ltd National Training Organisation, NSW Natwide Personnel Neale Price, Contract Trainer, Assessor Ness Cotton Designs New Horizons News Limited Newskills Limited North Coast TAFE Northern Centre for Contemporary Art Northern Melbourne Institute of TAFE (NMIT) Northern Sydney Institute TAFE Northwest Pty Ltd NT Writers Centre Oceania Polytechnic Institute of Education Office of Training and Skills Commission Open Channel Co-Operative Ltd. Open Colleges Optimi Digital Outpost Consulting Ozford College of Business Pathways Training & Placements Pty Ltd Personal Injury Education Foundation Pilbara Institute Pinnacle Learning Institute of Australia Polytechnic West Precision Group (Australia) Pty Ltd Print NZ Printing Industries Association of Australia Productivity Partners Pty Ltd Progressive Training (WA) Pty Ltd PTA 44 Appendix A Methodology and bibliography

49 Predicting change Queensland Performing Arts Centre Queensland Police Service Radio Adelaide Ramsden Telecommunications Training Ratio River Murray Training RMIT University Royal Life Saving Society SA Rubric Training Solutions Safety Institute of Australia Salmat Sanity Productions SAS Group Screen West Self-Managed Superannuation Funds Association Serco Global Services Australia Service Industries Training Advisory Council, NT Service Skills Australia Service Skills SA SKILLED Group Training Services Skills Strategies International Skills Tasmania Society of Motion Picture and Television Engineers Sorco Vocational Services South Western Sydney Institute of TAFE Southern Cross Education Institute (SCEI) Spec Training Spectrum Organisations Spirelight Brand Media Management SSMI Group (Consultant) St George Institute of Studies St Peter s Institute Star Training & Assessing State Theatre Centre of Western Australia Sterling Business College StoryProjects.com.au Strathfield College Super Retail Group Swinburne University Sydney Business College Sydney Community College (ACE) Sydney School of Business Technology (SSBT) TAFE Illawarra TAFE NSW TAFE QLD TAFE SA TAFE Western Tas TAFE Technorama Telstra The Australian and New Zealand Institute of Insurance and Finance (ANZIIF) The Smith Family Thiess, Services Division Think: Education Group Tim Associates TKM Institute Total Business Services & Training Training and Skills Commission, SA Training Connections Training Th@t Works Trainme4work Trainsmart Australia Transport for NSW Unique International College University Preparation College Vanguard Visions VET Development Centre VET Network Australia Vet Prep Australia Pty Ltd Victoria University Victorian Curriculum & Assessment Authority (VCAA) Victorian WorkCover Authority Virtu Design Institute Viva College Vocation Vocational Resources Australia WA Department of Training and Workforce Development (WADTWD) Walkley Foundation for Journalism West Coast Institute Western Australian Academy of Performing Arts (WAAPA) Western Australian Institute of Translators and Interpreters, Inc. (WAITI) Windsor Institute of Commerce Wisdom Learning Pty Ltd Wise Education Group Women in Film and Television Workforce Blue Print YWCA of Canberra Training & Education Industry 45

50 IBSA Environment Scan 2015 BIBLIOGRAPHY ABS Labour Force Survey cat. No , four quarter average. ABS, Labour Force, Australia, Detailed, Quarterly, May 2014, SuperTABLE E08 Employed persons by Occupation (ANZSCO occupation) Apprentice and Trainee Collection from VOCSTATS < edu.au/wps/portal/vetdataportal/ data/menu/vocstats/>, extracted on 7/8/2014. ASQA (2014)CEO Presentation at ACPET ACCI National Skills Summit on Regulatory reform in a changing VET sector, June 2014 Australian Department of Education (2013), Summary of the 2013 full year higher education student statistics. Australian Education International (2014) Research Paper, Study pathways of international students in Australia, 2014/01 Australian Education International, (2013) Research Snapshot International student numbers 2013 Australian Education International,(2013) Research Snapshot Export income to Australia from international education activity in Australian Education International,(2014) Research Paper, Study pathways of international students in Australia, 2014/01 Australian Government (2014), Dept of Industry, VET Reform, accessed August, 2014 Business Council of Australia, June 2014, Jennifer Westacott, Swinburne University 2014 Chancellor s Lecture : Redefining Vocational Learning in the Global Economy COAG Industry and Skills Council Meeting, Communique 3 April 2014 DEEWR 2013 Employment Projections to November 2017 Dept of Employment, Labour Market Information Portal, Employment by industry and educational attainment, accessed August 2014 Department of Industry ( 2014), Regulating for Quality, accessed au/news/new-standards-trainingproviders-and-regulators Hodge, S 2014 Interpreting competencies in Australian vocational education and training; practices and issues, NCVER, Adelaide IBISWorld, (2014) Industry Report P8101, Technical and Vocational Education and Training in Australia, 2014 IBISWorld, (2014) Industry Report P, Education and Training in Australia, April 2014 IBISWorld, (2014) Industry Report P8025, Private schools in Australia, 2014 IBISWorld, (2014) Industry Report P8026, Government schools in Australia, 2014 IBISWorld, (2014) Industry Report P8102, University and other higher education in Australia, 2014 IBISWorld, (2014) Industry Report X0008, Online education in Australia, 2014 IBSA Report, 2014, Australia s Most Important Qualification- A Roadmap for Reform Institute for the Future (2011) Future work skills 2020 Kemp, D. and Norton, 2014, A Review of the Demand Driven Funding System McKinsey and Co (2013) Six socialmedia skills every leader needs Misko, J, Halliday-Wynes, S, Stanwick, J & Gemici, S 2014, Quality assessments: practice and perspectives, NCVER, Adelaide NCVER 2013, Australian vocational education and training statistics, VET in Schools 2012 data tables, Australia NCVER 2014, Australian vocational education and training statistics: financial information 2013, NCVER, Adelaide NCVER 2014, Australian vocational education and training statistics: students and courses 2013, NCVER, Adelaide NCVER 2014, Australian vocational education and training statistic: students and courses 2013 publicly funded training providers, NCVER Productivity Commission 2011, Vocational Education and Training Workforce, Research Report for A practical definition of the Vocational Education and Training workforce RBA (2014) Statement on monetary policy, August 2014 Standards for Registered Training Organisations and VET Regulators, (2014) Decisions Regulation Impact Statement for the decision of the COAG Industry and Skills Council TAFE Directors Australia Newsletter, Australian Qualifications Framework Council to be disbanded, 8 September 2014 The Australian (2014), David Crowe, Bosses get more say on training. September 8, 2014 The Australian 3 September 2014, Higher Education segment, Spotlight on TEQSA over provider quality checks, Bernard Lane. The Australian, 2 Sept 2014, Higher Education segment, David Gonski backs Coalition plan to deregulate higher education fees, Damon Kitney VOCSTATS < au/wps/portal/vetdataportal/data/ menu/vocstats/>, extracted on 16/07/2014. VOCSTATS < au/wps/portal/vetdataportal/data/ menu/vocstats/>, extracted on 16/07/ completions data supplied by NCVER on 29/07/ Appendix A Methodology and bibliography

51 Predicting change Training & Education Industry 47

52 IBSA Environment Scan 2015 APPENDIX B Training & Education Industry Occupations in demand IBSA reports critical occupations in demand to the Australian government and industry stakeholders. This alphabetical list reflects demand in the Training and Education Industry for occupations and job roles reported at IBSA s Escan industry consultations and validations conducted in Underpinning industry intelligence and research were also incorporated into this list. Qualifications that correspond to a pathway to the occupations in demand are also provided. The occupations and job roles in bold represent newly or re-reported occupations in demand. Where a training package is newly endorsed, qualifications will need to be added as they become available. ANZSCO Occupation/ Job Role Training Package Qualification Career counsellor or adviser N/A Higher education qualification used Language literacy and numeracy professional TAE80213 TAE80113 Graduate Certificate in Adult Language, Literacy and Numeracy Leadership Vocational Graduate Diploma in Adult Language, Literacy and Numeracy Practice 48 Appendix B Training & Education Industry Occupations in demand

53 Predicting change ANZSCO Occupation/ Job Role Training Package Qualification Management and organisation analyst including quality, compliance and skills auditing Accountable education officer BSB51107 TAE40110 BSB51607 Diploma of Management Certificate IV in Training and Assessment Diploma of Quality Auditing Professional VET curriculum and instructional designer or adviser TAE40110 TAE50211 Certificate IV in Training and Assessment Diploma of Training Design and Development Teacher School ICT Learning TAE40110 TAE80312 Certificate IV in Training and Assessment Vocational Graduate Certificate in Digital Education Teacher of English to speakers of other languages N/A Higher education qualifications and accredited courses used Training and development professional, including foundation skills TAE40110 TAE50104 TAESS00009 Certificate IV in Training and Assessment Diploma of Training and Assessment Address Foundation Skills in Vocational Practice Skill Set Vocational education and training (VET) Teacher school and non-school, trade trainer TAE40110 TAE50104 Certificate IV in Training and Assessment Diploma of Training and Assessment Workplace trainer and assessor (VET and non-vet) TAE40110 TAESS00009 Certificate IV in Training and Assessment Workplace supervisor Skill Set Professional VET elearning RTO manager TAE40110 TAE50211 TAE80312 TAE40110 BSB51914 BSB61014 TAE70210 TAE80210 BSB80214 Certificate IV in Training and Assessment Diploma of Training Design and Development Vocational Graduate Certificate in Digital Education Certificate IV in Training and Assessment Diploma Leadership and Management Advanced Diploma Leadership and Management Vocational Graduate Certificate in Management Learning Vocational Graduate Diploma of Management Learning Graduate Diploma Strategic Leadership Training & Education Industry 49

54 IBSA Environment Scan 2015 APPENDIX C Training & Education NCVER data The following data are reported from the National Centre for Vocational Education and Research (NCVER) VOCSTATS data warehouse, which includes data from the national annual VET Provider Collection and the quarterly national Apprentice and Trainee Collection. ABOUT NCVER DATA These collections bring together data on publicly funded training and fee for service VET provided by public institutions. The tables and figures should be read with an understanding that significant amounts of training in national qualifications also occurs 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 other nationally recognised or non-accredited training conducted inhouse or by external providers. Consistent with NCVER reporting, the tables and figures also exclude delivery undertaken at overseas campuses of Australian VET institutions, credit transfer and VET delivered in schools, where the delivery has been undertaken by schools. Completion data in this report include all reported completions regardless of whether the qualification was reported to NCVER as Issued or Not Issued. While the vast majority of reported qualification completions are reported as Issued, significant numbers of students complete a qualification but do not request their qualification certificate be issued. Students may have to pay a fee to have the certificate issued. It is likely that reporting of qualifications issued is more comprehensive than that for qualifications that are not issued. For the purpose of comparison IBSA- NCVER Escan Appendix C has referred to qualifications issued ; the same data are referred to in this Escan (2015) as Completions. Completion data will be revised upwards to accommodate further notification of qualifications issued. Attempts to directly correlate or compare tables of commencements or enrolments and completions should be avoided because of the following: An enrolment in a qualification is recorded for each year the student s enrolment is active the same qualification enrolment is counted in every year the student is undertaking the course. This overcounts enrolments when compared with completions as a completion can occur at most only once for a student s enrolment in a qualification, regardless of how long the student takes to complete the qualification. There are different expected time spans between enrolment and completion for different qualifications and there are differences in the time an individual student may take to complete a particular qualification. Many qualifications take more than one year to complete. There is no clear link between an enrolment figure for one time period and a completion figure for another period. Completions are not uniformly reported. Some training organisations and jurisdictions mainly report completions when a certificate, rather than a Statement of Attainment, is awarded. Completions may thus be underreported or there may be delays in reporting to reflect delays in issuing certificates. Note: consistent with previous versions of this NCVER Data Report, IBSA qualifications for which enrolments have not been reported to the national VET Provider Collection, by any training provider, are not included in this appendix. 50 Appendix C Training & Education NCVER data

55 Predicting change Qualifications with zero enrolments It is important to note that significant amounts of training occurs outside the publicly funded VET system. The zero qualifications listed below were current at the end of 2013 and were reported to the national collection as having either publicly funded or fee-forservice activity by at least one training organisation or in one jurisdiction, but did not have any enrolments in publicly funded training and fee-for-service VET provided by public institutions in Foundation skills (FSK) ENROLMENTS FSK10113 Certificate I in Access to Vocational Pathways FSK10213 Certificate I in Skills for Vocational Pathways FSK20113 Certificate II in Skills for Work and Vocational Pathways TOTAL FSK enrolments ,348 Source: VOCSTATS < extracted on 16/07/2014 Foundation skills (FSK) COMPLETIONS FSK10113 Certificate I in Access to Vocational Pathways FSK10213 Certificate I in Skills for Vocational Pathways FSK20113 Certificate II in Skills for Work and Vocational Pathways TOTAL FSK Foundation Skills completions Source: VOCSTATS < extracted on 16/07/ completions data supplied by NCVER on 29/07/2014 The Training and Education Sector Advisory Committee identified monitoring points following endorsement of TAE40110: including the capacity development needed in the VET workforce to use, and assist learners to use, digital platforms... Training & Education Industry 51

56 IBSA Environment Scan 2015 Training and Education (TAE, TAA, BSZ) ENROLMENTS TAA50104, BSZ50198 Diploma of Training and Assessment 1,578 1, TAE40110, TAA40104, BSZ40198 Certificate IV in Training and Assessment 36,794 39,295 42,157 36,422 TAE50111 Diploma of Vocational Education and Training 0 0 1,108 1,630 TAE50211 Diploma of Training Design and Development TAE70210, BSB70108 Vocational Graduate Certificate in Management (Learning) TAE80113, TAE70111, TAE70110 Graduate Diploma of Adult Language, Literacy and Numeracy Practice TAE80210, BSB80108 Vocational Graduate Diploma of Management (Learning) TAE80213, TAE80110 Graduate Diploma of Adult Language, Literacy and Numeracy Leadership TOTAL TAE Training and Education enrolments 38,428 41,040 44,369 39,085 Source: VOCSTATS < extracted on 16/07/2014 Training and Education (TAE, TAA, BSZ) COMPLETIONS TAA50104, BSZ50198 Diploma of Training and Assessment TAE40110, TAA40104, BSZ40198 Certificate IV in Training and Assessment 18,596 23,493 24,366 19,867 TAE50111 Diploma of Vocational Education and Training TAE50211 Diploma of Training Design and Development TAE70210, BSB70108 Vocational Graduate Certificate in Management (Learning) TAE80113, TAE70111, TAE70110 Graduate Diploma of Adult Language, Literacy and Numeracy Practice TAE80210, BSB80108 Vocational Graduate Diploma of Management (Learning) TAE80213, TAE80110 Graduate Diploma of Adult Language, Literacy and Numeracy Leadership TOTAL TAE Training and Education completions 19,010 24,274 25,172 20,736 Source: VOCSTATS < extracted on 16/07/ completions data supplied by NCVER on 29/07/ Appendix C Training & Education NCVER data

57 Predicting change Training & Education Industry 53

58 Acknowledgements The 2015 Environment Scan has been produced with the assistance of funding provided by the Australian Government through the Department of Education and Training. IBSA has produced this Environment Scan as a resource for its stakeholders without any form of assurance. While IBSA aims to provide high quality content, it does not guarantee the accuracy of this information and therefore will not be liable in any capacity for damages or losses to the user that may result from the use of this information.