VET Products for the 21st Century - National Skills Standards Council

ContentsVET PRODUCTSFOR THE 21 STCENTURYFinal Report of the JointSteering Committee of theNQC and the COAG Skillsand Workforce DevelopmentSubgroup - June 2009

ContentsLetter from the Chair ............................................................................................................................................. 21. Executive Summary .......................................................................................................................................... 31.1 Terms of reference .................................................................................................................................. 31.2 Methodology ............................................................................................................................................ 31.3 Meeting diverse needs ............................................................................................................................ 31.4 Project outcomes ..................................................................................................................................... 41.5 Proposed Policy Framework .................................................................................................................. 41.6 Recommendations .................................................................................................................................. 62. Introduction ....................................................................................................................................................... 82.1 Project & report scope ............................................................................................................................... 82.2 Approach to the project ............................................................................................................................. 8 3. Background and context ................................................................................................................................... 9 4. Meeting diverse needs .................................................................................................................................... 10 4.1 Meeting the needs of businesses and industry ..................................................................................... 10 4.2 Equipping individuals with broad-based skills and knowledge .............................................................. 10 4.3 Equity considerations ............................................................................................................................ 11 5. Proposed policy framework and recommendations ........................................................................................ 12 5.1 Definition of competency ....................................................................................................................... 14 5.2 Qualifications ......................................................................................................................................... 155.3 Assessment requirements ..................................................................................................................... 165.4 Credit arrangements .............................................................................................................................. 165.5 Language, Literacy and Numeracy ....................................................................................................... 17 5.6 New design for Training Packages and Accredited Courses ............................................................... 185.7 Industry engagement and professional practice .................................................................................... 20Appendix A – Consultation List ........................................................................................................................... 21ContactsNQC SecretariatTVET AustraliaL21 / 390 St Kilda Road Melbourne VIC 3004Telephone: +61 3 9832 8100Email: nqc.secretariat@tvetaustralia.com.auWeb: www.nqc.tevetaustralia.com.auDisclaimerThis work has been produced on behalf of theNational Quality Council with funding providedthrough the Australian Government Department ofEducation, Employment and Workplace Relationsand state and territory governments. The viewsexpressed herein are not necessarily those of theAustralian Government or state and territorygovernments.

L e t t e r f r o m t h e C h a i rLetter from the ChairJune 2009This report is the culmination of more than 12 months of work by a Joint SteeringCommittee of the National Quality Council (NQC) and COAG’s Skills and WorkforceDevelopment Sub-Group. I acknowledge the members of the Joint Steering Committeeand in particular its Chair, Ms Megan Lilly, for undertaking this significant piece of work. Ialso extend thanks to the 500-plus VET stakeholders that participated in the consultationsand Australia-wide public workshops, which provided the Joint Steering Committee anevidence-based foundation for its work.The policy framework presented in this report, and its supporting recommendations,indicates broad support for the key pillars of Australia’s VET system: one single nationalsystem, with industry-determined outcomes relevant to work, reflected in nationallyportable qualifications.It does however signal some key areas of reform required to ensure Australian VET canaccommodate the diverse needs of businesses, industry and individuals, particularly:• The need to revise the current definition of ‘competency’ to embody the ability totransfer and apply skills and knowledge to new situations and environments.• A restructure and streamlining of Training Packages including separating theperformance standards from guidance and supporting information. • A full review of packaging rules as applied in Training Packages to ensure maximumflexibility and consistency within and across Training Packages and AccreditedCourses.• Establishment of a joint working group of the NQC and the Australian QualificationsFramework Council (AQFC) to investigate introducing a national credit system.• A stronger focus in VET products on preparatory and enabling qualifications, andLanguage, Literacy and Numeracy requirements.The Ministerial Council for Vocational and Technical Education (MCVTE) has endorsedthis policy framework, subject to three addition recommendations (see page 7) and theNational Quality Council has established an Action Group to implement its supportingrecommendations.The NQC is committed to ensuring the VET sector is responsive and adaptable to thechanging needs of industry, business and individuals and looks forward to overseeing theimprovements that will flow as the new framework is implemented.Patrick McKendryChair, National Quality CouncilVET PRODUCTS FOR THE 21 ST CENTURY - 2

1 . E x e c u t i v e S u m m a r y1. Executive SummaryRecognising synergies between the Council OfAustralian Governments (COAG) agenda to deliversignificant improvements in human capitaloutcomes for all Australians and the plannedNational Quality Council (NQC) work to identifyimprovements to Training Packages, in mid 2008 aJoint Steering Committee (JSC) of the NQC andthe COAG Skills and Workforce Development SubGroup was established to bring the work together ina joint project called ‘VET Products for the 21stCentury’. This report summarises the workconducted by the JSC and presents a ProposedPolicy Framework and related recommendations toachieve these objectives.1 . 1 T e r m s o f r e f e r e n c eThe Joint Steering Committee was charged with theresponsibility of ensuring that nationally recognisedtraining products within the VET sector are flexibleand responsive to changing industry, business andindividual needs and workplace practices.Improving outcomes for clients included work onimproving the design of units of competency,Training Packages, VET qualifications, accreditedcourses, credit systems and recognitionarrangements to support reforms for a more clientand demand driven system. In particular, the JSCwas to develop a policy framework to enable VETqualifications and products to:• meet the needs of businesses and industry; and• equip individuals with broadly based skills andknowledge.1 . 2 M e t h o d o l o g yThe project sought to address issues identified bythe Joint Steering Committee as fundamental to thepolicy framework for VET training productsincluding:• the way in which competence is currentlydefined and assessed in the Australian vocational education and training (VET)system;• the kinds of qualifications necessary to meetthe needs of and ensure consistent outcomesfor the diverse groups of learners in the VETsystem;• the extent to which the needs of individualenterprises are being effectively met by the current VET products;• the structure of National Training Packages; and• credit systems.The project was completed through a two stageconsultative process. In the first stage a draftconsultation paper was developed and then refinedthrough consultation with key peak bodystakeholders. A paper was also commissioned fromNCVER to support the consultation process,Competence and competency based training: Whatthe literature says 1 and should be read inconjunction with this report.In the second stage, feedback on the issues andoptions presented in the refined consultation paperwas sought from VET stakeholders more broadlythrough a second round of targeted consultations,public workshops in each State and Territory and awritten submission process. Pending theestablishment of the equity peak body, the NationalVET Equity Advisory Council (NVEAC) acomplementary targeted consultation regardingequity considerations was also undertaken. Inparallel to these consultation processes, a numberof Industry Skills Councils were invited to conductsome exploratory research to test the capacity ofthe current Training Package model to providesolutions to meet the training needs of particulargroups of learners.Over 500 people attended public workshops orparticipated in the various consultations. It wasalso clear that many of the 35 submissionsreceived were from organisations that hadthemselves consulted others, and sometimes quitewidely.1 . 3 M e e t i n g d i v e r s e n e e d sAlthough not identical, the JSC sees a convergenceof the needs of business, industry and individuals inrelation to boosting participation and productivity.During the consultation process, businesses andindustry indicated strong support for thecontinuation of Training Packages and accreditedcourses as a single national framework.The increasing flexibility of the latest TrainingPackages is also highly valued and accreditedcourses are seen as having the capacity to meetthe needs of niche markets and emerging andconverging industries or technologies. This enablestraining and assessment methodologies to bebetter customised to meet the diverse needs ofemployers and individuals. However, there is stillroom for improving responsiveness.The JSC acknowledges that literacy, numeracy andother foundation skills are the building blocks of1available at www.nqc.tvetaustralia.com.auVET PRODUCTS FOR THE 21 ST CENTURY - 3

human capital and COAG has established theliteracy and numeracy levels of working age peoplein national and international surveys as anindicative performance measure. Rapidly changinglabour market demands (including the impact ofstructural change in the economy and the economiccycle) mean that workers will need to be able toadapt to new roles related to their currentoccupations and rapidly acquire new skills andknowledge to change jobs.Each year, the publicly funded VET systemprovides programs to over 1.6 million students, thevast majority of whom are engaged in VET toachieve vocational and labour market outcomes. Itengages with thousands of enterprises to deliverthese outcomes. Those 1.6 million VET learnersare comprised of a diverse range of groups. Thediversity is likely to grow if participation levels riseconsistent with the COAG outcomes.The VET system is therefore a key mechanism fordelivering the nation’s productivity, workforceparticipation and social inclusion objectives.If the VET sector is to meet national participationand productivity targets and ensure that it maintainsits strong reputation of making a difference to thelives of those who struggle to learn or work, thentraining products and services must be sufficientlyflexible to cater for learners whose life experiences,capacities, motivations, resources and need forparticular educational and other supports areincredibly diverse, complex and in some cases,expensive.1 . 4 P r o j e c t o u t c o m e sThe outcomes of this project signal unanimoussupport for the key pillars of Australia’s VETsystem: one single national system, with industrydeterminedoutcomes relevant to work, reflected innationally portable qualifications. The desire topreserve and protect these aspects, and in somecases extend them is very evident.Many feel that change is happening, and realimprovements are being made. Further change,they believe, is still needed, while preserving gainsmade to date.1 . 5 P r o p o s e d P o l i c yF r a m e w o r kBased on the outcomes of the nationalconsultations, the Joint Steering Committeeproposes the following policy framework to improvethe flexibility and responsiveness of the VETsystem.It should be noted that all of the associatedrecommendations have resourcing implications.VET PRODUCTS FOR THE 21 ST CENTURY - 4

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1 . 6 R e c o m m e n d a t i o n sThat the NQC:Recommendation 1Revise the definition of competency as follows:Competency is the consistentapplication of knowledge and skill to thestandard of performance required in theworkplace. It embodies the ability totransfer and apply skills and knowledgeto new situations and environments.Recommendation 2Review supplementary descriptions to incorporatethe following concepts of competency into thedefinition:• It is demonstrated to the standards required inthe workplace;• It comprises the application of specified skillsand knowledge relevant to that occupation;• It makes appropriate reference to required generic and employability skills;• It covers all aspects of workplace performance; and • It can be demonstrated consistently over time,and covers a sufficient range of experiences(including those in simulated or institutionalenvironments)Recommendation 3Ensure that this definition is used consistently in allkey VET documents and Government publications.Recommendation 4Ensure that the dimensions of competencyunderpinning the definition of competence areexplained more simply and clearly so that they areconceived in ways which meet the full range ofneeds of industry, industry sectors, enterprises andindividuals.Recommendation 5Reaffirm a single organising framework for VETqualifications comprised of Training Packages andAccredited Courses and allow for qualifications thatachieve or contribute to occupational outcomes orfoundation skills [i.e., Language, Literacy andNumeracy (LLN) and general education].• packaging rules as applied in Training Packages to ensure maximum flexibility andconsistency within and across Training Packages and Accredited Courses, where both possible and appropriate; • the use of units from accredited courses withinTraining Packages; and• the process for developing and approving Accredited Courses including:- how duplication of training packagecontent and coverage is identified andresolved;- improving consistency between stateaccrediting bodies and across the ISCs.The report on the outcomes to go to the SeptemberCOAG meeting and include detailed changes to beimplemented by the NQC as a matter of urgency. 2Recommendation 7Ensure that units of competency are efficientlyutilised within and across industry in order to avoidduplication wherever possible.Recommendation 8Ensure a stronger focus on preparatory andenabling qualifications aimed at building generalworkforce capability and entry to a range of jobs inindustry and occupational areas by explicitlyincorporating such qualifications into the nationalframework in a more systematic way.Recommendation 9Ensure that Certificates I and II are clearly identifiedas either preparatory or entry-level qualifications.Recommendation 10Allow for VET qualifications to provide for identifiedknowledge and preparatory units of competence asappropriate.Recommendation 11Design and develop the specifications for theproposed endorsed component relating toAssessment Requirements.Recommendation 6In order to maximise consistency, flexibility andresponsiveness, undertake a full andcomprehensive review of:2Refer to page 7 for additional resolution from MCVTEVET PRODUCTS FOR THE 21 ST CENTURY - 6

Recommendation 12Ensure that the context of assessment is clearlyspecified in Training Package Units of Competencywhere the industry can make a case for each suchtargeted Unit to the National Quality Council at thetime of Training Package endorsement.Recommendation 13Establish a joint working group of the NQC and theAustralian Qualifications Framework Council(AQFC) to investigate introducing a national creditsystem through the work on AQFC projects relatedto pathways and strengthening the AustralianQualifications Framework.Recommendation 14Ensure that Training Package developers includearticulation arrangements in the design anddevelopment of Diploma and Advanced Diplomaswhere appropriate.Recommendation 15Ensure that Language, Literacy and Numeracyrequirements are made more explicit in thedevelopment of occupational and foundationqualifications.Recommendation 16Simplify and streamline the content of TrainingPackages by separating the performance standardsin units of competence from guidance andsupporting information for RTOs with the followingcomponents subject to national endorsement:• Units of competence (required knowledge andskills, i.e., title, elements, performance criteria,etc)• Qualifications & Occupational/Foundation outcomes• Qualification packaging rules• Assessment Requirements• Credit ArrangementsRecommendation 17Restructure and streamline Training Packagecontent by:• simplifying the endorsed components – byreducing the level of detail included in theendorsed Training Packages, particularly the level of specification in the competencystandards;• expanding non-endorsed components – muchof the detail and specification removed fromendorsed components can instead beincluded in user guides where more flexiblestructural and formatting options mean thatmaterial can be edited and packaged in a waythat makes these documents more readableand useable;• eliminating unnecessary information and consolidating repetitive material;• continuing to consolidate the units ofcompetence that cover the same or similar areas of knowledge and skill; and• dividing Packages into more fit-for-purposecomponents focused on the needs of industryand employers on the one hand and providerson the other.Recommendation 18Develop a quality assurance process for nonendorsedcomponents of Training Packages.Recommendation 19Reaffirm that course accrediting bodies (RCABs)have the capacity to accept/approve courses wherethe outcomes identified by RTOs and enterprisesare not available in endorsed Training Packages.Recommendation 20Make it mandatory for crown copyright stateaccredited courses to be publically available on theNTIS. 3Recommendation 21Implement the proposed recommendations byacknowledging and building on existingprofessional networks and supporting collaborativearrangements between industry and providers inimproving the quality of assessment outcomes.MCVTE resolutionsThe Ministerial Council for Vocational andTechnical Education (MCVTE) endorsed the policyframework as outlined in the report and agreed tothe following additional resolutions:• That the NQC conduct a review jointly withNVEAC on how best to ensure that equityneeds are addressed in the policy frameworkfor VET Products for the 21st Century.• That in relation to Recommendation 6 the outcomes of the review will be presented aspart of a high level report to COAG.• That endorsement of Recommendation 20 is subject to scoping of its impact.3Refer to additional resolution from MCVTEVET PRODUCTS FOR THE 21 ST CENTURY - 7

2 . I n t r o d u c t i o n2. IntroductionRecognising synergies between the Council OfAustralian Governments (COAG) agenda to deliversignificant improvements in human capitaloutcomes for all Australians and the plannedNational Quality Council (NQC) work to identifyimprovements to Training Packages, in mid 2008 aJoint Steering Committee (JSC) of the NQC andthe COAG Skills and Workforce Development SubGroup was established to bring the work together ina joint project called ‘VET Products for the 21stCentury’. This report summarises the workconducted by the JSC and presents a ProposedPolicy Framework and related recommendations toachieve these objectives.2 . 1 P r o j e c t & r e p o r t s c o p eThe JSC was established to develop a policyframework to enable VET qualifications andproducts to:• meet the needs of businesses and industry;• equip individuals with broadly based skills andknowledge.• provide strategic oversight and guidance of aconsultation project to determine any changesnecessary to the definition and design of unitsof competency, Training Packages, VETqualifications, accredited courses, creditsystems, and recognition arrangements withinand between systems, to ensure that the VETsector is able to meet a more demand andclient-driven system;• report to the NQC and the COAG Skills andWorkforce Development Subgroup on theoutcomes of the consultation, and provide recommendations; and• facilitate dialogue and collaboration betweenbodies undertaking work in relation to the VETsector including the NQC, COAG, theAustralian Qualifications Framework Council(AQFC) and Skills Australia.This report is organised in 5 sections, including anExecutive Summary that outlines the principalfindings from the project and provides aconsolidated set of recommendations. Section 2provides an introduction to the report; Section 3gives the background and context; Section 4 dealswith meeting diverse needs and finally Section 5presents the proposed policy framework andsupporting recommendations.2 . 2 A p p r o a c h t o t h e p r o j e c tThe project was conducted in two stages. Stage 1was an initial, short consultation process involving18 meetings with key stakeholders in December2008, designed to provide the basis for broaderstakeholder consultation on options to addressthese key issues. Stage 2 was a broader andmore comprehensive consultation process. Theconsultations were assisted by a consultation paper(available at www.nqc.tvetaustralia.com.au)covering:• the way in which competence is currentlydefined and assessed in the Australian vocational education and training (VET)system;• the kinds of qualifications necessary to meetthe needs of and ensure consistent outcomesfor the diverse groups of learners in the VETsystem;• the extent to which the needs of individualenterprises are being effectively met by the current VET products;• the structure of National Training Packages;• credit systems.Finally, a number of specific consultation questionsand possible options in relation to the definition anddevelopment of competency, VET qualifications,the structure and content of Training Packages andcredit systems were provided for consideration. Inaddition, a paper was commissioned from NCVERto support the consultation process, Competenceand competency based training: What the literaturesay (available at www.nqc.tvetaustralia.com.au), tobe read in conjunction with the consultation paper.In January 2009, a consortium of NCVER/IthacaGroup was contracted to:• Co-ordinate, conduct and manageconsultations (see Appendix A for details ofconsultations conducted) based on an agreedmethodology• Collate and evaluate consultation outcomes• Prepare a final report (with advice on possiblerecommendations) based on an analysis of:- the outcomes of the consultationsconducted;- a synthesis of the outcomes from six (6)ISC research sub-projects and otherrelated NQC projects.An electronic public submission process was alsoestablished to allow those who could not attend apublic workshop to provide their views and a total of35 submissions were received and acomplementary targeted consultation regardingequity considerations was undertaken (seeAppendix B for stakeholders interviewed). Over 500people attended public workshops or participated inthe various consultations. It was also clear thatmany of the submissions received were fromorganisations that had themselves consultedothers, and sometimes quite widely.VET PRODUCTS FOR THE 21 ST CENTURY - 8

3 . B a c k g r o u n d a n d c o n t e x t3. Background and contextAt its meeting in March 2008 the Council ofAustralian Governments (COAG) agreed to a policyframework in the areas of skills and workforcedevelopment which is designed to boost Australia’sparticipation and productivity. The policyframework identifies four key outcomes:1. The working age population have gaps infoundation skills levels reduced to enableeffective educational, labour market and socialparticipation;2. The working age population has the depth andbreadth of skills and capabilities required for the21st century labour market;3. The supply of skills provided by the nationaltraining system responds to meet changinglabour market demand; and4. Skills are used effectively to increase labourmarket efficiency, productivity, innovation, andensure increased utilisation of human capital.To deliver these outcomes the vocational educationand training (VET) sector needs to engage people,both in and out of the workforce, who requirefoundation skills; stimulate demand from individualsand businesses for higher level nationallyaccredited training; and enable providers torespond to the differing needs of individuals,businesses and industry. The capability andcapacity of the VET sector is therefore critical. Toachieve these outcomes, COAG identified six policyand reform directions:1. Reforming training products, services,information systems and regulation to meet amore demand and client driven system;2. Driving further competition in current trainingarrangements and strengthening capacity ofproviders and businesses to build thefoundation and deeper and broader skillsrequired by the 21st century labour market;3. Creating an investment environment andsettings that optimises investment from allsources (governments, individuals, businessesand industry) including funding for delivery, taxpolicy, employment programs and incentives;4. Renewal of governance framework to reinforcethe role of industry and maximise effectivenessand efficiency in intergovernmental relations;5. Ensuring that skills are fully utilised andwastage of human capital is reduced; and6. Identify barriers and implement changes neededin the structure and operation of the trainingsystem (both nationally and locally) to improvequalification completions and participation inhigher level qualifications by IndigenousAustralians.The JSC recognises that Australia’s VET systemhas a role to play in boosting Australia’sparticipation and productivity. In particular, the VETsystem will be critical in achieving COAG targetsrelated to an increased:• proportion of the working age population at literacy level 1, 2 and 3 (in the Adult Literacyand Life Skills Survey 4 ); • proportion of 20-64 year olds who have a qualification at or above Certificate III (with a target to halve the proportion of 20-64 year olds without qualifications at Certificate III level by 2020, and to double the number ofhigher qualification completions by 2020Notably, the Commonwealth Government’sresponse to the Review of Australian HigherEducation (Bradley Review) sets new targets of (i)40 percent of all 25-34 year olds with a qualificationat bachelor level or above by 2025; and (ii) 20percent of higher education enrolments atundergraduate level should be of people from lowsocio-economic backgrounds by 2020; andexplicitly acknowledges a key role for VET inachieving these targets. 5The National Quality Council’s (NQC) 2008 WorkPlan included a project designed to develop policydirections in relation to the next generation ofTraining Packages, including a broad consultativeprocess. This project was to build on researchconducted on behalf of the NQC in 2007 andadvice provided to MCTVE in 2006 that‘consideration be given to’ ‘providing greaterflexibility and adaptability within the next generationof Training Packages’ and ‘building on the currentcompetency approach by incorporating thedevelopment of personal capabilities and attributes(e.g. employability skills) and placing greateremphasis on cognitive rather than functional(technical) skills’.This project therefore represents a convergence ofthe COAG workforce participation and productivityagenda and NQC work to identify improvements toTraining Packages and nationally recognisedvocational education and training (VET)qualifications.4Adult Literacy and Life Skills Survey, Summary Results,ABS, 20065from the Deputy Prime Minister’s speeches of 4, 5, 9 March2009VET PRODUCTS FOR THE 21 ST CENTURY - 9

4 . M e e t i n g d i v e r s e n e e d s4. Meeting diverse needsAlthough not identical, the JSC sees a convergenceof the needs of business, industry and individuals inrelation to boosting participation and productivity.4 . 1 M e e t i n g t h e n e e d s o fb u s i n e s s e s a n d i n d u s t r yDuring the consultation process, businesses andindustry indicated strong support for thecontinuation of Training Packages and accreditedcourses as a single national framework.The increasing flexibility of the latest TrainingPackages is also highly valued. This is perceived toenable training and assessment methodologies tobe better customised to meet the diverse needs ofemployers and individuals. However, there is stillroom for improving responsiveness and theproposed policy framework therefore needs to buildon the strengths of the existing system by ensuringmore flexible packaging rules for Training Packagequalifications and accredited courses to meetindustry needs. This, together with improvedTraining Package development and endorsementand continuous improvement processes will ensuregreater responsiveness to leading edge industrypractice.Accredited courses are seen as having the capacityto meet the needs of niche markets and emergingand converging industries or technologies. Inaddition, they address changes in skill needs in aresponsive manner and also provide a mechanismfor meeting the needs of special groups, especiallythose with Language, Literacy and Numeracyissues.4 . 2 E q u i p p i n g i n d i v i d u a l sw i t h b r o a d - b a s e d s k i l l s a n dk n o w l e d g eThe JSC acknowledges that literacy, numeracy andother foundation skills are the building blocks ofhuman capital and COAG has established theliteracy and numeracy levels of working age peoplein national and international surveys as anindicative performance measure. The workforce willrequire both deeper and broader skills in the futuredue to the impacts of globalisation, structuralchange in the labour market and the economy,technological change, workforce aging (meaningthat workers will need to participate in theworkforce for longer), changing consumerpreferences, quality assurance and compliancerequirements and the need to produce goods andprovide services in a more environmentallysustainable manner 6 .Rapidly changing labour market demands(including the impact of structural change in theeconomy and the economic cycle) mean thatworkers will need to be able to adapt to new rolesrelated to their current occupations and rapidlyacquire new skills and knowledge to change jobs.Each year, the publicly funded VET systemprovides programs to over 1.6 million students, thevast majority of whom are engaged in VET toachieve vocational and labour market outcomes. Itengages with thousands of enterprises to deliverthese outcomes. Those 1.6 million VET learnersare comprised of a diverse range of groups. Thediversity is likely to grow if participation levels riseconsistent with the COAG outcomes. Thesegroups include:• students requiring foundation skills;• students undertaking VET in schools andother full time learners in preparatoryprograms;• apprentices and trainees;• new entrants to the workforce and those seeking to return to the workforce;• existing workers including:- those with gaps in foundation skills;- those undertaking training related to their work;- those wishing to change careersunrelated to their current work;- those facing unemployment orsignificant change to their workstructure;- casual and part time workers who havelimited access to work-based learningparticularly those only working on anintermittent basis.• students wishing to articulate to Higher Education;• higher education students moving to VET; and• international students (both onshore and offshore). Across each of these groups there are somestudents who also have specific learning needs andrequirements such as students with disabilities.Similarly, many indigenous students have bothspecific learning needs and may require trainingwhich is organised and delivered in a way which isconsistent with cultural and community needs.6 See DEEWR 2006 Overview Analysis on Industry SkillsReportsVET PRODUCTS FOR THE 21 ST CENTURY - 10

Students in remote localities face particularchallenges in being able to access training andworkplaces. There is also an important and growinginterface between formal VET and communitybasededucation and training providers.It should be recognised that regardless of theirlearning pathway, the vast majority of students areengaged in VET for vocational and work relatedpurposes. However, some people work in theoccupations for which they have not trained andothers work in occupations for which they do nothave relevant formal qualifications 7 . This suggeststhat the ability to learn ‘on the job’ and the capacityto adapt to new job roles and circumstances isimportant for individuals and the workforcegenerally.These imperatives suggest the following threemajor roles for VET in assisting to meet the COAGoutcomes:• building sound foundation skills, in particularliteracy and numeracy at levels required foreffective participation in the workforce and forfurther learning;• developing technical and occupational skillsrequired for specific jobs; and• developing the wider range of broadercapabilities required for specific jobs and thecapacity to take on new roles and jobs as thelabour market changes.It is therefore proposed that the definition ofcompetence be revised to make explicit the factthat competence needs to embody the ability totransfer and apply skills and knowledge to newsituations and environments and that VETqualifications allow for both occupational andfoundation skills outcomes.4 . 3 E q u i t y c o n s i d e r a t i o n sThe VET system is a key mechanism for deliveringthe nation’s productivity, workforce participationand social inclusion objectives. Yet, the NationalVET Advisory Alliance in its final report to Ministers(2008) noted that:Annual National Report performancemeasures (2006) for female students,people with a disability, those with alanguage background other than Englishand Indigenous students, indicate a lackof progress particularly for Indigenousstudents and students with disabilities inthe VET system. 8Additionally, they advised that:• Over a four-year period (2003-2006), relative to all students, there had been little improvement in the proportion of students in the four equity groups participating in VET.• Over the four-year period, there had only beena marginal increase in the load pass rate forIndigenous students, students with a disabilityand people who speak a language other thanEnglish at home. Women’s load pass ratesare at the same level as the overall VETstudent population.• In 2006, people with a disability were muchless likely than any other student group to bestudying at Certificate III and above courselevels. Indigenous students were alsounderrepresented at these levels and overrepresentedat Certificate I and II or non AQTFlevels. This is of concern since Certificate Iand II level and non-AQTF level courses areless likely to lead to employment.• While there had been a decline in furtherstudy and employment outcomes for all VETstudents over the four-year period, the declineis much worse for the four equity groups. ForIndigenous Australians and people with adisability who in 2006 were 14% and 22%respectively below other students inemployment outcomes, the falling trend over 4years is of major concern. 9In the face of these performance outcomes, it iscritical that a revitalised policy framework for VETProducts for the 21 st Century caters for the diversityof learners it must engage, if the VET sector is tomeet national participation and productivity targetsand ensure that it maintains its strong reputation ofmaking a difference to the lives of those whostruggle to learn or work. In particular, trainingproducts and services of the VET sector must besufficiently flexible to cater for learners whose lifeexperiences, capacities, motivations, resources andneed for particular educational and other supportsare incredibly diverse, complex and in some cases,expensive.Given the VET system’s central role in meetingequity inclusivity goals and the imminentestablishment of the National VET Equity AdvisoryCouncil (NVEAC), it will be critical for the NQC andNVEAC to jointly conduct a review on how best toensure that equity needs are addressed.7The 2008 student outcomes data from NCVER indicatesthat ‘Overall, 30.3% of graduates were employed in the sameoccupation group as their training course. Another 33.8%were employed in other occupations but found their trainingrelevant. 16.8% were employed in other occupations andfound their training not relevant to their current job’.8National VET Advisory Alliance final report, unpublished, p49National VET Advisory Alliance final report, unpublished, p5VET PRODUCTS FOR THE 21 ST CENTURY - 11

5 . P r o p o s e d p o l i c y f r a m e w o r k a n d r e c o m m e n d a t i o n s5 . P r o p o s e d p o l i c y f r a m e w o r k a n d r e c o m m e n d a t i o n s5. Proposed policy framework and recommendationsOver the past two decades, there have beensignificant reforms to VET courses, providers andsystems to develop a national training system. Akey reform has been the development of nationalindustry competency standards to define industrycompetency requirements for the occupationscovered by the VET sector. Training Packages(introduced in 1997), have provided a mechanismfor directly linking qualifications and standards andensuring that outcomes from qualifications meetthese standards.In relation to the COAG outcomes, there are twothreshold issues that must be addressed inconsidering any revised policy framework fornational VET products, the extent to which the:• current approach to defining, developing andassessing competence in Australia is sufficientto help achieve the COAG outcomes; and• current suite of VET qualifications specifiedthrough National Training Packages arerelevant to the needs, circumstances andintentions of the diverse groups of VETlearners, can be consistently and reliablyassessed in terms of workplace competence,and can also meet the diverse needs ofindividual enterprises.Along with these threshold issues, previous workundertaken by the NQC highlights the need forconsideration of issues relating to the structure andcontent of Training Packages as they have evolvedover the last ten years.The outcomes of this project signal unanimoussupport for the key pillars of Australia’s VETsystem: one single national system, with industrydeterminedoutcomes relevant to work, reflected innationally portable qualifications. The desire topreserve and protect these aspects, and in somecases extend them is very evident.Many feel that change is happening, and realimprovements are being made. Further change,they believe, is still needed, while preserving gainsmade to date.A number of concerns regarding the capability ofthe VET workforce also emerged. While this isbeyond the terms of reference for the JSC , this isseen as an important consideration in ensuring theconsistent application and interpretation of VETpolicies, concepts, and requirements (especially butnot limited to Training Package packaging rules)and it concerns all key players (including trainers,assessors, auditors, and training packagedevelopers). This will become more critical given anageing and increasingly casualised VET workforce.Based on the outcomes of the nationalconsultations, the Joint Steering Committeeproposes the following policy framework to improvethe flexibility and responsiveness of the VETsystem. It should be noted that all of theassociated recommendations have resourcingimplications.VET PRODUCTS FOR THE 21 ST CENTURY - 12

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5 . 1 D e f i n i t i o n o f c o m p e t e n c yThe current definition of ‘competency’ within theAustralian VET system emphasises the importanceof workplace experience in terms of thedemonstration of competence. Competencystandards were first introduced to provide abenchmark against which states and territoriescould accredit courses and qualifications, however,with the introduction of Training Packagescompetency standards are now directly aligned withnational qualifications.The primary focus of competency standards inAustralia is therefore the on the achievement ofperformance standards required for specificoccupations. Each unit of competency must alsoembed employability skills relevant to the unit andcontain explicit language, literacy and numeracyrequirements relevant to the unit, however, thesereflect but must not exceed the work requirementsfor the unit. Similarly, knowledge requirements inthe unit of competency must be derived from therequirements of the work task.The consultations indicated that there is nosignificant pressure to alter the current definition ofcompetency in a major way, although there iscommon agreement to clarify the scope and thatthe explanation that underpins the definition can beimproved by simplifying, and strengthening itsmeaning.Multiple definitions of competency appear in keyVET policies and documents, which may inhibit thedevelopment of a uniform understanding ofcompetency, and need to be made consistent.There is also support for developing or improvingdocumentation that explains what is meant by thedifferent elements in the definition.A key issue in addressing the COAG outcomes isthe extent to which the focus of the Australian VETsystem on occupational competence is sufficient tobuild the levels of foundation skills and the deeperand broader attributes and capabilities required forthe 21 st century workforce and to meet changinglabour market demand. The JSC recommends thefollowing actions be taken to assist in meetingthese outcomes.RecommendationsThat the NQC:1. Revise the definition of ‘competency’ as follows:Competency is the consistent application of knowledge and skill to the standard ofperformance required in the workplace. It embodies the ability to transfer and applyskills and knowledge to new situations and environments.2. Review supplementary descriptions to incorporate the following concepts of competency into the definition:• It is demonstrated to the standards required in the workplace;• It comprises the application of specified skills and knowledge relevant to that occupation;• It makes appropriate reference to required generic and employability skills;• It covers all aspects of workplace performance; and• It can be demonstrated consistently over time, and covers a sufficient range of experiences (includingthose in simulated or institutional environments)3. Ensure that this definition is used consistently in all key VET documents and Government publications.4. Ensure that the dimensions of competency underpinning the definition of competence are explained moresimply and clearly so that they are conceived in ways which meet the full range of needs of industry,industry sectors, enterprises and individuals.VET PRODUCTS FOR THE 21 ST CENTURY - 14

5 . 2 Q u a l i f i c a t i o n sThe consultations revealed overwhelming supportfor retaining Training Packages and AccreditedCourses as the single organising framework forqualifications in the VET system. There was,however, a desire for packaging rules to beharmonised as much as possible and to allow forthe widest choice of elective units from within andacross Packages and from accredited courseswhere appropriate. There is a strong commitmentto allowing enough flexibility in qualificationstructures to ensure that one single industrydefinedsystem meets all needs. The differingnature of industries, from traditional trades (oftenhighly regulated) to newer or unregulated industriesin which the requirements are more difficult todefine, was also recognised, but it was felt thesedifferent needs should be addressed within a singlecohesive system. There is also support forensuring a stronger focus on preparatory andenabling qualifications aimed at building generalworkforce capability and entry to a range of jobs inindustry and occupational areas. This could beachieved by explicitly incorporating suchqualifications into the national framework in a moresystematic way.Consultations with industry groups and withproviders also highlighted the importance ofunderpinning knowledge or theory in thedevelopment of competence, noting that this isespecially true for qualifications which require highlevels of knowledge and theory to underpincompetency. Many of those consulted believed thatthe knowledge components of units of competencydo not receive enough attention in training. Thekey issue appears to be the extent to which theknowledge requirements are made explicit inTraining Packages. While some Training Packagesexpress the knowledge component effectively atthe unit level, others do not identify it as clearly.Consultations did not address whether theknowledge components are comprehensive andsufficiently forward-looking and this will requirefurther investigation during the design anddevelopment phase. There is overwhelmingsupport however, for knowledge to be presentedclearly and in a form within the unit and/orqualification that its importance is recognised byRTOs, funders and other stakeholders.RecommendationsThat the NQC:5. Reaffirm a single organising framework for VET qualifications comprised of Training Packages andAccredited Courses and allow for qualifications that achieve or contribute to occupational outcomes orfoundation skills [i.e., Language, Literacy and Numeracy (LLN) and general education].6. In order to maximise consistency, flexibility and responsiveness, undertake a full and comprehensivereview of:• packaging rules as applied in Training Packages to ensure maximum flexibility and consistency withinand across Training Packages and Accredited Courses, where both possible and appropriate;• the use of units from accredited courses within Training Packages; and• the process for developing and approving Accredited Courses including:- how duplication of training package content and coverage is identified and resolved;- improving consistency between state accrediting bodies and across the ISCs.The report on the outcomes to go to the September COAG meeting and include detailed changes to beimplemented by the NQC as a matter of urgency. 107. Ensure that units of competency are efficiently utilised within and across industry in order to avoidduplication wherever possible.8. Ensure a stronger focus on preparatory and enabling qualifications aimed at building general workforcecapability and entry to a range of jobs in industry and occupational areas by explicitly incorporating suchqualifications into the national framework in a more systematic way.9. Ensure that Certificates I and II are clearly identified as either preparatory or entry-level qualifications.10. Allow VET qualifications to provide for identified knowledge and preparatory units of competency asappropriate.10Refer to page 9 for additional resolution from MCVTEVET PRODUCTS FOR THE 21 ST CENTURY - 15

5 . 3 A s s e s s m e n t r e q u i r e m e n t sThe combination of defining competency as ‘theability to perform particular tasks and duties to thestandard of performance expected in theworkplace’ coupled with the requirement for eachTraining Package qualification to have ‘a distinctoccupational outcome’, presents challenges for theVET sector in meeting the needs of the diversegroup of learners identified. For example:• There can be limited capacity to acquire and have competence assessed for those studentspreparing for entry to the workforce and for further learning and returning to study as theymay not be in the workforce;• Many international students may be disadvantaged due to employment opportunities and/or visa requirements;• Many VET learners in work are employed in occupations that may not be relevant to theirareas of training; • Students undertaking programs to articulate to Higher Education may not be seeking aspecific occupational outcome from VET; and• Different VET learners enrolled in the same qualification may have significantly different levels of experience in the workplace.Challenges such as these, relating to the access ofVET learners to a relevant workplace, are likely tointensify as the economy turns down and the labourmarket contracts.The consultations reinforced the need for clearerdirection on the contexts in which competence canbe demonstrated. Some must be demonstrated in aworkplace context, whilst others may best bedemonstrated in simulated environments orassessed in other ways. Some of those consultedpointed out that the nature of some workplacesmeant that, even there, it was difficult todemonstrate the full dimensions of competence. Awide range of assessment approaches is needed toassess the understandings that underpin workplacebehaviour and performance in a range ofoccupational areas, while other areas are moreskills-oriented.As a result, the JSC recommend that the context ofassessment be clearly specified in TrainingPackage units of competency, especially where theindustry can identify and demonstrate that there arekey risks in deeming someone as competent toperform in a workplace environment when theyhave not been assessed in one. The JSCrecommends that industry must make a case forthis to the National Quality Council at the time ofTraining Package endorsement.RecommendationsThat the NQC:11. Design and develop the specifications for the proposed endorsed component relating to AssessmentRequirements.12. Ensure that the context of assessment is clearly specified in Training Package units of competency wherethe industry can make a case for each such targeted Unit to the National Quality Council at the time ofTraining Package endorsement.5 . 4 C r e d i t a r r a n g e m e n t sThe extent to which current arrangements forrecognition of current competence are effective hasbeen the subject of considerable debate inAustralia in recent years. Credit systems havebeen, or are being, developed in a number ofcountries to formalise credit arrangements or makethem more consistent and transparent, and to allowindividuals to accumulate credit at the unit ormodule level towards full qualifications. Theytypically achieve this by assigning value to units ormodules in terms of their level of complexity andthe amount of learning involved acrossqualifications frameworks.VET PRODUCTS FOR THE 21 ST CENTURY - 16

There are mixed views about whether or not to staywith the status quo or to introduce a nationalsystem. It is generally agreed that there is a needto strengthen national approaches to credit transferand articulation between the VET and HigherEducation sector, but less agreement on. how thisshould occur. The consultations found that there islittle support for complex and administrativelyburdensome credit arrangements, however there isstrong support for developing a simple, nationallyconsistent approach to credit transfer andarticulation.Given that the Australian Qualifications FrameworkCouncil (AQFC) is currently working to the DeputyPrime Minister’s brief ‘to improve articulation andconnectivity between the university and the VETsectors to enable competency-based and meritbasedsystems to become student focussed’ andthe critical VET expertise in this area that can beoffered by the NQC. The JSC recommends that ajoint working group of the AQFC and the NQC beformed to progress work on the AQFC projectsrelated to pathways and strengthening theAustralian Qualifications Framework.In the meantime the JSC recommends taking a ‘fitfor purpose’ approach during the design anddevelopment of Diplomas and Advanced Diplomasto include articulation arrangements whereappropriate.RecommendationsThat the NQC:13. Establish a joint working group of the NQC and the Australian Qualifications Framework Council (AQFC) toinvestigate introducing a national credit system through the work on AQFC projects related to pathwaysand strengthening the Australian Qualifications Framework.14. Ensure that Training Package developers include articulation arrangements in the design and developmentof Diploma and Advanced Diplomas where appropriate.5 . 5 L a n g u a g e , L i t e r a c y a n d N u m e r a c yThe consultation acknowledged that there are arange of arrangements for addressing the needsof learners with low level basic language, literacyand numeracy (LLN) skills (including theAustralian Core Skills Framework, and AdultBasic Education qualifications). LLN peakbodies, practitioners and administratorsemphasised however, the importance of havingthese arrangements located under the umbrellaof the national framework and integrated intoTraining Packages themselves.It was also felt that the exclusive use ofaccredited courses to deliver stand alone LLNtraining would decrease the status and value ofLLN provision. Many feel that the development ofLLN skills needs to be grounded in learning thathas a purpose, such as vocational learning,rather than solely in general programs. LLNshould not just be considered as purelypreparation for entry-level programs, but also asa component of the continuing cognitivedevelopment associated with higher levelcompetence. Those consulted believe thatdespite the opportunities and programs alreadyavailable, the levels of LLN possessed bystudents remain far too low to meet competencyrequirements and are not being adequatelyaddressed. They also believe that this situationis equally the case for ex-school entrants to VETand the workforce, and for older workers seekingto upgrade their skills.Therefore, there is underlying support for makingbasic competency in language, literacy andnumeracy, knowledge and core skills (such asoccupational health and safety), as defined bythe relevant Training Package, a requirement forparticipation in qualifications at Certificate III andabove.RecommendationThat the NQC:15. Ensure that Language, Literacy and Numeracy requirements are made more explicit in the development ofoccupational and foundation qualifications.VET PRODUCTS FOR THE 21 ST CENTURY - 17

5 . 6 N e w d e s i g n f o r T r a i n i n g P a c k a g e s a n d A c c r e d i t e dC o u r s e sPrevious NQC work and consultations havehighlighted stakeholder concerns regarding the sizeand complexity of National Training Packages intheir current form both in relation to the size ofsome units of competency and the amount andlevel of detail in supporting material and guidancefor RTOs. Industry and enterprise groups have alsoexpressed concern that the development andcontinuous improvement process does notsufficiently engage enterprises due to its complexityand that National Training Packages in the currentform cannot be easily used by enterprises includingfor broader human resource processes (e.g. usingcompetency standards to create job profiles andcareer paths etc).Stakeholders want a more streamlined structureand less unnecessary detail. They also wantTraining Packages to be arranged in ways that are‘fit-for-purpose’ to the needs of particular groups.They especially want clarity to enable betterinterpretation of requirements.Simplifying the design of the Unit of Competency isconsidered a priority. It is suggested that the unit bestripped of most additional material which hasaccumulated over time and is advisory in nature,and moving this, where retention is warranted, toother parts of the Training Package. This processcould also include consolidation of suchcomponents as range statements. In addition, thepresentation of units (and their packaging asqualifications) should be in simple plain English tobetter engage industry practitioners in the TrainingPackage development and improvement processand to give providers a clear overview of theoutcomes to be delivered. Those consulted alsosupport the further consolidation of Units ofCompetency to eliminate duplication.There is also a desire for rationalising other units ofcompetency that are generic to many occupationsand industries. For example, units of competencythat relate to first aid, customer service skills, orcommunication skills that are required acrossindustries could be rationalised so that not everytraining package needs to provide its own particularunits of competency in these areas. Onesuggestion is for Industry Skills Councils toexamine how best to retain relevance to specificindustries’ occupations and jobs while enablingindividuals to more readily ‘transport skills’ acrossoccupations. Another suggestion is for a concertedeffort to identify in a systematic way those skills thatare similar in nature but applied to differentcontexts (for example, skills for process controlsystems, enterprise logistics, management andsupervision, and information systems). It isimportant to note that ISCs have alreadycommenced work in this regard by assigningleadership for developing and maintaining particularsets of units that have cross industry application.It is felt that moving the preliminary information willhelp to make the Training Packages moreaccessible. This includes information regarding thevocational competence of the trainer, thedevelopment of the assessment tools, informationon recognition of prior learning, and other deliverystrategies. Nevertheless informants tell us thatmuch of the material currently in Training Packageswhich is regarded as duplicative or advisory shouldremain available even if presented separately or indifferent formats.Another desired simplification relates to theaccessibility and inclusiveness of language used inTraining Packages. Participants want to ensure thatjargon free plain English is used and that it isworkplace friendly. This is felt to aid interpretation,as well as understanding, for employers andpractitioners alike. Many feel that it is important toimprove the accessibility of the Training Packagecontent. This includes a re-arrangement to suit theneeds of different audiences or users, so thatemployers, RTOs, and individuals will be able toquickly find the information that pertains to them.There is considerable (but not unanimous) supportfor separating performance standards fromguidance and supporting information for RTOs.Participants in favour of such separation believethat it would reduce the bulkiness of TrainingPackages and streamline information to make itmore relevant for particular users and groups.Having the guidance documents as separatevolumes is also felt to enable the provision of muchmore specific information. Supporters also believethat because Training Packages are in on-lineformats it would be easy to provide guidanceinformation via links within the unit of competencyitself. There is also a case for re-designing the onlineformats themselves through the opportunitycurrently available in the re-development of thenational register (training.gov.au).Other views provided suggest rearranginginformation into short form or comprehensivevolumes according to requirements of differentaudiences (employers, RTOs, and learners). Theresource implications of such an approach arepotentially considerable.There was also overwhelming support for TrainingPackages to have the ability to incorporate theVET PRODUCTS FOR THE 21 ST CENTURY - 18

large body of existing units of competency fromaccredited courses, including for preparatoryqualifications, to support knowledge components.Currently only Training Packages units ofcompetency may be used by accredited coursesand not vice versa, but there are cases where suchcomponents have been mainstreamed during thereview or continuous improvement processes.Comment was also made about the significantamount of public funds used to develop accreditedcourses and that making those that are crowncopyright nationally accessible would be a moreeffective and efficient use of these resources.RecommendationsThat the NQC:16. Simplify and streamline the content of Training Packages by separating the performance standards in unitsof competence from guidance and supporting information for RTOs with the following components subjectto national endorsement:• Units of competence (required knowledge and skills, ie, title, elements, performance criteria, etc)• Qualifications & Occupational/Foundation outcomes• Qualification packaging rules• Assessment Requirements• Credit Arrangements17. Restructure and streamline Training Package content by:• simplifying the endorsed components – by reducing the level of detail included in the endorsedTraining Packages, particularly the level of specification in the competency standards;• expanding non-endorsed components – much of the detail and specification removed from endorsedcomponents can instead be included in user guides where more flexible structural and formattingoptions mean that material can be edited and packaged in a way that makes these documents morereadable and useable;• eliminating unnecessary information and consolidating repetitive material;• continuing to consolidate the units of competence that cover the same or similar areas of knowledgeand skill; and• dividing Packages into more fit-for-purpose components focused on the needs of industry andemployers on the one hand and providers on the other.18. Develop a quality assurance process for non-endorsed components of Training Packages.19. Reaffirm that course accrediting bodies (RCABs) have the capacity to accept/approve courses where theoutcomes identified by RTOs and enterprises are not available in endorsed Training Packages.20. Make it mandatory for crown copyright state accredited courses to be publically available on the NTIS. 1111Refer to page 9 for additional resolution from MCVTEVET PRODUCTS FOR THE 21 ST CENTURY - 19

5 . 7 I n d u s t r y e n g a g e m e n t a n dIndustry leadership is believed to be fundamental tothe achievement of VET objectives. There isongoing support for industry to continue to identifyand determine the skills and knowledge andstandards required for the development andassessment of ‘workplace competence’. A greaterrole for industry to engage in verification of RTOassessments, and in assessment moderation, hasalso been suggested.The development of relationships betweenemployers and providers is seen to be an importantstrategy for ensuring currency and involvement. Itis also seen as a key to providing a system that isresponsive to the needs of the labour market.p r o f e s s i o n a l p r a c t i c eIt was often emphasised that in order to train andassess Training Package-based competencies wellrequires considerable knowledge of the policies,concepts and requirements of a TrainingPackage—in addition to everything required of aprofessional teaching to a curriculum. There is astrong view that this is quite a requirement to placeon a workforce which has become increasinglycasualised with many sessional teachers, and thatmany fall short of the expected standard.In order to implement the proposedrecommendations a much stronger focus onprofessional practice and using\building ofprofessional networks will be needed to understandand realise the change.RecommendationThat the NQC:21. Implement the proposed recommendations by acknowledging and building on existing professionalnetworks and supporting collaborative arrangements between industry and providers in improving thequality of assessment outcomes.VET PRODUCTS FOR THE 21 ST CENTURY - 20

A p p e n d i x A – C o n s u l t a t i o n L i s tAppendix A – Consultation ListLocation and attendance at public workshops & State-requested consultations by organisationtypeJurisdictionPublicworkshopsNumber ofparticipantsProviders (%) Industry (%)STAs, othergovernmentagencies &regulatorsOthers^ (%)South Australia Adelaide 29 27.6 24.1 31.0 17.2Victoria Melbourne (1) 38 63.2 23.7 5.3 7.9Melbourne (2) 42 66.7 26.2 4.8 2.4Bendigo 6 100.0 0.0 0.0 0.0Tasmania Hobart 22 54.5 18.2 13.6 13.6New South Wales Sydney 22 66.7 14.3 9.5 9.5Albury 13 92.3 0.0 7.7 0.0Coffs Harbour 19 94.7 0.0 0.0 5.3Queensland Brisbane (1) 13 15.4 23.1 53.8 7.7Brisbane (2) 22 50.0 22.7 22.7 4.5Townsville 12 66.7 8.3 8.3 16.7Western Australia Perth 37 51.4 18.9 24.3 5.4Karratha* 23 100.0 0.0 0.0 0.0Bunbury 6 100.0 0.0 0.0 0.0Northern Territory Darwin 9 77.8 11.1 11.1 0.0Alice Springs 13 69.2 0.0 23.1 7.7Australian Capital Territory Canberra 23 65.2 0.0 30.4 4.3Total number of participants: 349 63.6 14.6 10.6 6.6*face-to-face and by video link^includes individuals, consultants, auditors, researchers and studentsSeparate public and private provider forums were requested by four states and territories (New South Wales,Northern Territory, Tasmania, and Western Australia). These were held in Sydney, Hobart, Darwin and Perth.Separate state-based consultations with Industry Training Advisory Boards (or their equivalents) wererequested by the State Training Authorities for Northern Territory, Western Australia and New South Wales.Electronic submissions by organisation typeProvidersIndustrySTAs, governmentagencies & regulatorsOthers*18 1025Total electronic submissions = 35*includes individuals, consultants, auditors, researchers and studentsVET PRODUCTS FOR THE 21 ST CENTURY - 21

Targeted stakeholder consultations by organisation type*Numbers of participants in parenthesesIndustry SkillsCouncils andemployersPeak industry andprovider bodiesand advisorygroupsState TrainingAuthorities andother regulatorygroupsCommonwealthand stategovernmentagencies andadvisory bodiesRTOs (targetedgroupconsultations)Targeted equityconsultationsIndustry SkillsCouncils (45)ACCI (8) SA DFEEST (16) Skills Australia (11) NSW metropolitanTAFEs and VETprofessionals (27)WA DET (3)Large and mediumemployers (6)BCA (1) Skills Victoria (17) SA SkillsCommission (2)Northern Territory(public and private)(12)SA DFEEST (2)Small employers(4)TDA (2)Skills Tasmania(10)National QualityCouncil (2)Skills Tasmania(Public and private)(11)Innov8 Group (1)Restaurant andCaterers (1)ERTOA (2) NSW DET (23) DEEWR (2) Western Australian(TAFE ManagingDirectors) (12)face-to-face andvideo-linkBCA (1)State-basedindustry advisorygroups (WA (9), NT(3), NSW (18)ACPET (4) QLD DETA (14) DEEWR (WELLand LLNPcontractormanagers) (2)LLN and ACEpractitioners andadministrators (3)Skills Victoria (1)AiG (6) WA DET (19) DEEWR (1)ACTU (13) NT DEET (17) QLD DETA (1)AEU (2) ACT DET (4) NSW DET (2)NFF (3)QLD NursesCouncil (2)TAFE NSW (1)AQFC (14) Skills Tasmania (3)DEEWR (2) LTG Unit Trust (1)SA Nurses Board(1)J and S LearningWork (1)SA Plumbing &ElectricalRegulators (1)QLD Real EstateBoard (1)NSW TAFE Access& GeneralEducationCurriculum Centre(5)Oggi Consulting (1)Total number of participants: 377* Includes Stage 1 and Stage 2 consultationsWA GamingRegulator (1)VET PRODUCTS FOR THE 21 ST CENTURY - 22

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