There is an important opportunity to have input on the future vocational education and training (VET) system for industry training.
The Australian Government is looking at how industry is involved in the VET system. They are seeking your views on industry engagement in VET and how this could be improved. They are collecting feedback through a dedicated website for VET Reform, using surveys and discussion papers.
Skills Impact has responded to the surveys about Industry Engagement and Qualifications Reform. The questions touch on many of the challenges stakeholders have raised with us over the years. Our submission is a compilation of these broadly held industry views, as you have reported them to us. We outline the skills and training challenges and ideas for how these could be improved.
Click here to read Skills Impact’s submission.
We encourage you to make your own submission, to share the specific viewpoints and experiences from your industry sector. This is a high-level opportunity to be involved in VET reform and to share ideas for improvements that will be passed on to Skills Ministers.
Does the role of industry need to be strengthened or expanded across the VET system?
This is the first question in the Government’s Discussion Paper for improving industry engagement and reforming qualifications in VET.
Based on the feedback we have gathered over the past few years from industry and registered training organisations (RTOs), our response to this question is yes, industry needs more say in the delivery of training across the VET system.
Industry, via industry reference committees, have control of the content of occupational skills standards, but do not have strong influence over most other areas of the VET sector including funding, processes, or what, when and how training is delivered.
This has resulted in a mismatch between the demand for skills and the demand for training. So, while industry may drive the development of a qualification, there is no guarantee that a training provider will deliver that qualification.
RTOs cannot afford to deliver certain qualifications, because it is too costly for them to simulate specific work environments, particularly for job activities in the rural sector. In these thin markets, RTOs would have to use too many resources for too few students when trying to ensure workplace competency.
