files.eric.ed.govbonita matijevic, director, strategic policy and public affairs, australian...
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Equity 2001. Strategies To Achieve Access and Equity inVocational Education and Training for the New Millennium.Australian National Training Authority, Brisbane.ISBN-0-642-25378-11996-09-0033p.
Australian National Training Authority, GPO Box 3120,Brisbane 4001, Queensland, Australia.Reports Descriptive (141)MF01/PCO2 Plus Postage.*Access to Education; Adult Basic Education; Adult Literacy;*Change Strategies; *Disadvantaged; Educational Improvement;Educational Needs; Educational Planning; EducationalStrategies; Foreign Countries; Job Skills; *Job Training;*Literacy Education; Minority Groups; PostsecondaryEducation; *Vocational Education*Australia
This report, based on national consultations with community,industry, and government stakeholders in Australia, as well as an analysis ofthe recommendations of 60 major reports on access and equity in vocationaleducation and training prepared since 1990, brings together the key strategicareas where cooperative and concerted activity for access is to be improvedand equity of outcomes is to be realized. The report discusses why access andequity are concerns and suggests five principles that should be followed toachieve access and equity. It also lists outcomes for access and equity thatshould be achieved by the year 2001 and ties possible strategies to theoutcomes to create a plan. The plan includes the following priorities: (1)
improving funding arrangements; (2) making training more relevant; (3)
improving discriminatory attitudes; (4) increasing levels of language,literacy and numeracy skills; (5) improving basic work and life skills; (6)
improving student and employee support; (7) improving child care provisionfor students; (8) eliminating bias in competency standards, curriculum,teaching, and course requirements; (9) increasing recognition of priorlearning assessments; and (10) improving flexible delivery. An appendixprovides a matrix showing causes of disadvantage among various groups ofpeople in Australia. (KC)
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J
EQUITY 2001
Strategies to AchieveAccess and Equity in Vocational Education and Training
forthe New Millennium
j3/7U. DEPARTMENT OF EDUCATIONOf e of Educabonal
Research and Improvement
E CATIONAL RESOURCES INFORMATION
CENTER (ERIC)
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AUSTRALIAN
NATIONAL URAINING
klITHOR1111
September 1996
2
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
1
EQUITY 2001
Strategies to achieveAccess and Equity in Vocational Education and Training
forthe New Millenium
4011111M7.AIMI%
A M.
AUSTRALIAN
NATIONAL TRAINING
AUTHORITY
September 1996
Enquiries should be directed to:
Australian National Training AuthorityAMP Place, 10 Eagle Street, Brisbane, Queensland 4000Ph: (07) 3246 2300 Fax: (07) 3221 4826
© 1996 Australian National Training AuthorityISBN 0 642 25378 1
4
CONTENTS
Page
Introduction 1
Why Access and Equity? 3
Principles to Achieve Access and Equity 5
Participation and Qualifications Profile 6
10-point Approach to Improved Performance to 2001 and Beyond 9
Improving Funding Arrangements 9
Making Training More Relevant 10
Improving Discriminatory Attitudes 11
Increasing Levels of Language, Literacy and Numeracy Skills 13
Improving Basic Work and Life Skills 13
Improving Student and Employee Support 14
Improving Child Care Provision for Students 15
Eliminating Bias in Competency Standards, Curriculum, Teaching 16
and Course RequirementsIncreasing Recognition of Prior Learning Assessments 18
Improving Flexible Delivery 18
Conclusion 20
5(i)
EQUITY 2001
1. Introduction
1.1 In 1996, the ANTA Board established a Project Steering Committee, chairedby Dr Gregor Ramsey, to develop advice on access and equity strategies forincorporation into the next National Strategy on Vocational Education and Training.The first National Strategy, developed in 1994, included "increased accessibility" asone of its four key themes.
1.2 In addition to Gregor Ramsey, who is the Acting Deputy Vice-Chancellor atWestern Sydney University, Chair of the ANTA Research Advisory Council andformer head of the NSW TAFE Commission, the Project Steering Committeecomprised:
Mark Bagshaw, International Marketing Manager, IBM Australasia Ltd and Chair, ANTADisability ForumLinda Burney, President of the NSW Aboriginal Education Consultative Group and Chair,Interim Aboriginal and Torres Strait Islander Training Advisory CouncilSally Davis, Chief Executive, Community Services and Health Industry TrainingAdvisory BoardHanifa Dean, Adjunct Senior Research Fellow, Curtin University of Technology andChair, non-English Speaking Background Ministerial Consultative Group on VocationalEducation and TrainingShirley Gregg, Director, Operations, Department of Industrial Relations, VocationalEducation and Training, Tasmania and Gaye Oakes, Manager, Equity PolicyGwen James, MCEETYA VEET Women's Taskforce (from the Department of IndustrialRelations and Training, Queensland)Bonita Matijevic, Director, Strategic Policy and Public Affairs, Australian NationalTraining AuthorityJenni Werner, General Manager, Human Resources, CRA LimitedMichelle Wheeler, Director, Equity Policy, NSW Department of Training and EducationCo-ordination and Natalie Conyer, A/g DirectorTony Zanderigo, Principal Policy Officer, Training and Development Branch,Commonwealth Department of Employment, Education, Training and Youth AffairsSecretariat support was provided by Leda Blackwood, Senior Project Officer and KateHutcheson, Project Officer, from the Australian National Training Authority.
1.3 The Project Committee produced an Issues Pape') in April 1996 andconducted national consultations with community, industry, and governmentstakeholders, by way of public consultations and focus group discussions in each Stateand Territory. Following input on the Issues Paper, the Committee produced aConsultation Paper2 in June 1996 which was also distributed widely for comment.
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1.4 The Committee's Work has also been informed by a stocktake of reports, andan analysis of the recommendations of 60 major reports from the stocktake, on accessand equity in vocational education and training prepared since 1990? It is very clearfrom the consultation and the considerable body of work already available, thatimplementation of strategies is necessary, rather than more research and more reports
1.5 Instead, this Report to the ANTA Board, Equity 2001, brings together the key,strategic areas where co-operative and concerted activity for access to be improvedand equity of outcomes to be realised. The Project Committee appreciated the widerange of comments and input received from a broadly-based variety of sources fromall over Australia.
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2. Why Access and Equity?
2.1 Australia's future prosperity requires that the nation improve its economicperformance and international competitiveness. To do this, we need to develop adiverse and dynamic national skill pool. This objective cannot be achieved withoutspecific attention being given to the impediments that prevent many Australians fromengaging optimally in employment and training.
2.2 Currently, there are many Australians whose potential skills and abilities arenot being utilised. Redressing this under-utilisation of our human resource is not onlyimportant for the direct benefits which a skilled workforce brings to industry, but alsoin recognition of the high costs on governments (particularly in areas other thanvocational education and training, such as welfare payments) and the consequentrestrictions on economic growth, which persisting inequalities create.
2.3 There are also social benefits to improving the participation in, and outcomesfrom, education and training for individuals. The capacity of education and training tochange people's life chances, to enable people to develop to their full potential and tohave security and satisfaction in work and in life, has consequences not just for theindividual, but for society.
2.4 For all of these reasons, in the consolidation and further development of thenational training system, we need to make sure that the policy, planning, funding anddelivery mechanisms for vocational education and training are inclusive of the needsof all Australians.
2.5 While there is broad agreement that access to vocational education andtraining has improved, this has not been uniform across sectors of provision or acrossclient groups. Improving access will continue to be a priority issue, particularly in thecontext of a more open and competitive training market. However, access and equitymeans much more than providing 'equal access' to vocational education and training.While access is important, it is only the first step in achieving equity. Interventionwhich stops at participation as a sole measure of success, will invariably fail to deliverthe increase in skill levels Australia is seeking.
2.6 As we know, not all Australians live on the 'level playing field'. Simplyletting people through the front door of vocational education and training will notguarantee quality participation and successful training and employment outcomes.Strategies for equity ie. training and employment outcomes at least on a par with thecommunity average need to encompass all of these goals: equal access, qualityparticipation and successful outcomes.
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2.7 The individual groups under-represented in vocational education and training,and to which this Report refers, are:
Aboriginal and Torres Strait Islander peoplespeople with a disabilitypeople from a non-English speaking country as well as some people from a non-English speaking backgroundwomenpeople living in rural and remote areas, andvarious emerging groups in the community such as people leaving institutionalsettings.
More information on the participation of most of these groups in the vocationaleducation and training sector may be found in the ANTA publication, Participationand Attainment of Individual Client Groups in Vocational Education and Training.4
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3. Principles to Achieve Access and Equity
3.1 The following set of principles underpin the policy framework and strategiesto achieve access and equity.
1. Individuals, along with industry and enterprises, are clients of vocationaleducation and training.
2. The training environment for individuals can be improved within theexisting features of the national vocational education and trainingframework (ie. competency standards, curriculum, assessment, delivery andstaff development).
3. The link between training and employment outcomes for individuals can beimproved by industry and enterprises.
4. Training outcomes for individuals can be improved by shifting the balanceat the national level from specific access and equity programs offered bytraining providers to supporting individuals from under-represented groupsin training and employment.
5. Planning and funding to improve access and equity in vocational educationand training should be on the basis of real and credible outcomes which aremeasurable and on which progress is reported regularly.
3.2 These Principles should be promulgated widely to stakeholders in vocationaleducation and training, to guide development of the national vocational education andtraining framework and to demonstrate the importance of achieving equal access,quality participation and successful outcomes for individuals.
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4. Participation and Qualifications Profile
4.1 The ANTA publication on Participation and Attainment of Individual ClientGroups in Vocational Education and Trainings sets out details of current participationrates and qualifications profile for the five key individual client groups.
4.2 Even amongst those groups where participation rates are higher than theirshare in the population, the outcomes of training and the qualifications profile are lesspositive than for the general population. In summary, their experience is characterisedby:
over-representation in basic preparatory and non-vocational courses;over-representation in the lower skill level positions;uneven representation in course completion and success rates;under-representation in the labour force;under-representation in management roles; andover-representation among the ranks of the long-term unemployed.
4.3 Outcomes and possible strategies to improve the performance of the vocationaleducation and training sector in relation to these issues are outlined below. (Pleasenote that in this section the Strategies relate to all of the groups.)
Outcomes by 2001 Possible Strategies
Increase in participation instructured and accredited training,by client populations currently
Key agencies responsible for policy,planning and funding of vocationaleducation and training, including
under-represented and improved ANTA, State/Territory Trainingvocational and employment Authorities, industry trainingoutcomes for individual clients,viz:
advisory bodies (ITABs). and grouptraining companies, put in placemechanisms for ongoing consultation
Aboriginal and Torres Strait Islander with each of the individual clientPeoples groups.
Shift in qualifications profile to 40%of Indigenous qualification ITAB Board membershipattainment at skilled, trade and representative of the demographicprofessional/para-professional levels. profile of those industries ITABs
represent.
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Participation and attainment rates ofIndigenous peoples in courses linkedto community services and health,public administration, tourism,hospitality, utilities and retailindustries to a level proportionatelyequal to their non-Indigenouscounterparts in these industries.
Successful completion rates forIndigenous peoples, increased from49% to 60%.
People who are non-English SpeakingIncrease in the proportion ofmigrants with overseas post-schoolqualifications, having all or part oftheir qualifications recognised inAustralia, from 60% to 75%.
A 40% increase in NESB peoples,successfully completing theoperative, trades and skilled levelcourses.
A 40% increase in English language,literacy and numeracy training formigrants, particularly womenoperatives.
People from Rural and Remote AreasIncrease, by at least half, theproportion of students from rural andremote areas who are participating inthe course of their choice, whileremaining in their local community.
Increase by 50%, the amount ofstructured and accredited traininglinked to local employmentopportunities, which is beingprovided in rural and remotelocations through flexible deliveryarrangements.
Processes for evaluation of VETprograms include qualitativeevaluation by relevant communities.
In co-operation with the Departmentsof Employment, Education, Trainingand Youth Affairs, and Health andFamily Services, develop strategiesand goals for the increase instructured, accredited trainingprovided through labour marketprograms.
Share best practice examples of on-the-job and off-the-job training withindustry, Group Training Companiesand training providers which havebeen identified as a high priority, andbacking this up with staffdevelopment and support.
Develop partnerships betweenindividual industries and trainingproviders to negotiate specific goalsand strategies for the improvement intraining and work outcomes for clientgroups.
Prioritise industries where there hasbeen little or no accredited training,for resource allocations for thedevelopment of training programsand products.
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WomenIncrease the participation andattainment rates of female operativelevel employees, in structured andaccredited training across allindustries (particularly emergingindustries), to a level which isproportionately equal to that for theirmale counterparts.
Participation and attainment rates inskilled and professional/para-professional level courses, on a parwith males, across all industries.
People with a DisabilityIncrease in overall participation from4.3% to 8%.
Increase in attainment rates inAdvanced Certificate and AssociateDiploma level courses equivalent tothose in the community who do nothave a disability.
Increase in attainment rates in TradeCertificate level courses from 15% to18%.
Successful module completion ratesincreased from 64% to 70%.
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8
5. 10-point Approach to Improved Performance to 2001 and Beyond
5.1 In considering the priority strategic areas to achieve access and equity, theCommittee identified the causes of disadvantage in vocational education and training,rather than simply ascribing disadvantage to a 'category' of person, to provide aclearer strategic focus for intervention. This is not to say that there are not sharedexperiences within some identified groups in the community, nor to obviate thecontinued need for equity to be measured by improvements in outcomes for thosegroups not benefiting to the same degree as others.
5.2 To illustrate the causes of disadvantage, a matrix has been developedidentifying the individual client groups mentioned in paragraph 2.7 above, and theirplace within the labour market, to assist in sorting through the issues or causes ofdisadvantage which individuals face. Only those issues considered of high priority fora particular group are listed. The matrix is provided at Appendix 1.
5.3 This matrix makes it clear that high priority issues are shared across clientgroups. Even so, different strategies or approaches will be required to address thespecific ways in which each group may experience disadvantage. The issuesidentified are discussed below, as a 10-point plan to improve performance in accessand equity to the year 2001 and beyond, with cross-reference to the relevantprinciples, the outcomes to be achieved by 2001 and suggested strategies to reachthose outcomes.
5.4 It is important to stress that each part of the plan is inclusive of the other andone is not of a higher priority and/or less importance than another.
1: Improving Funding ArrangementsPrinciples 1, 4, 5
5.5 The need to improve performance in accessibility and to provide for equitymeasures in vocational education and training, often tends not to be addressed in the`mainstream' funding arrangements for the system. While access and equity, as oneof the themes of the first National Strategy for Vocational Education and Training, hasbeen included as a requirement in the annual 'Profiles' process, it has not been an areawhich has been fundamental to the acceptance of, or negotiation of, the annual Profile.As a consequence, funding is often fought for on a 'one-off' project basis.
5.6 This points to a need for greater emphasis on:
long-term program funding which can allow for greater continuity and certainty,and which, given that the outcomes sought are not likely to be achievable on ayear-on-year basis, would provide the opportunity to yield improved results, andfunding based on the outcomes sought in vocational education and training and theneeds of the clients, rather than funding based on particular programs orconcentrated on providers.
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5.7 Such a funding model would need to be underpinned by the development ofappropriate costing of the specific training and support needs of particular groups inthe population.
5.8 It is recognised that there are additional costs in delivering training to groupsunder-represented in vocational education and training. This can range from costsbecause of literacy, language and numeracy needs; to the costs of remote or ruraldelivery; to meeting a physical disability; child care support; or providing support fora student or employee who is in a very different environment.
Outcomes by 2001 Possible Strategies
Funding arrangements take account ofdifferential funding requirements forsuccessful outcomes by individualclient groups.
Basic unit costs established forstudents with differential levels ofsupport needs.
Key agencies responsible for fundingFunding provided on an outcomesbasis either to individual clients oremployers to choose the off-the-jobtraining which suits the needs of the
VET, review funding guidelines anddevelop approaches to ensurerecognition of differential costs.
individual. Evaluate efficacy and equity of currentuser choice arrangements, and where
A shift towards provision of long-termprogram funding for programsdesigned for disadvantaged clients, inorder to provide for continuity and theability to plan for long-termimprovements in training outcomes.
necessary, make adjustments.
2: Making Training More RelevantPrinciples 1, 2, 3
5.9 Where vocational education and training is not, or does not appear to be,relevant to an individual's needs or life circumstances, the motivation to participate inand complete training is reduced. This is an issue where training is not linked to, andcan not satisfy, people's aspirations. Cynicism about the capacity for training toprovide opportunities for employment may be created where, for example, traininghas been provided through labour market programs for Aboriginal and Torres StraitIslander peoples and has not been realistically linked to employment or otheroutcomes. Similarly, there are many people with a disability accessing trainingprograms funded from a variety of sources, which are not accredited or recognised andare, therefore, of limited value in enhancing long-term employment opportunities.Such programs provide access to training for the out-of-work, but little access to workitself.
15I0
5.10 The relevance of training may also be undermined where it is not promoted, ordelivered, in a socially or culturally appropriate way. For people from culturallydiverse backgrounds, and particularly for Aboriginal and Torres Strait Islanderpeoples from remote communities, the opportunities created by training may notalways be apparent, either because they are communicated in a way that does not takeaccount of the social and cultural context, or because the content does not relate to theindividual's experience. Content must always be relevant to the client, and not a`modified' program designed for someone else.
Outcomes by 2001 Possible Strategies
Improved knowledge andunderstanding of vocationaleducation and training by individualclients.
In consultation with the individualclient groups, identify optimumform, content and distribution ofinformation to meet the needs ofindividual clients.
Perception of quality and relevanceof training, to individual clientgroups, increased.
Involve ITABs, group trainingcompanies, industry associations andunions in developing and distributinginformation to employers about thebenefits of training and employingunder-represented client groups.
Marketing strategies for VET toinclude use of appropriate rolemodels and communication mediumfor the individual client groups.
Introduce the concept of a 'skillspassport' where credit is given for amodule or part-completion of aqualification.
3: Improving Discriminatory AttitudesPrinciples 2, 3
5.11 In the absence of discriminatory attitudes, we would expect people from clientgroups to be more evenly represented across all fields of endeavour, including intraining and employment. However, both overt and covert discriminatory attitudescontinue to be a cause of disadvantage for many individuals wishing to participate intraining and in the workforce. This is an issue which particularly affects Aboriginaland Torres Strait Islander peoples, people with a disability, and people from somemigrant backgrounds, and continues to have an impact on many women.
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5.12 Such discrimination is usually expressed in terms of lower expectations ofability, skills and personal attributes, and stereotypes about the kinds of work forwhich a person is suited. For example, individuals may be directed into specificcourses, or an employer may not provide training within the work place for somegroups, as opposed to others where the improvement of their skills and employmentopportunities is specifically targeted. It also reinforces the low expectations whichsome individuals, who have experienced disadvantage, often have for themselves, andalso disregards other skills or attributes which people may already have that may berelevant to, and useful in, the workplace (eg. languages other than English).
Outcomes by 2001 Possible Strategies
Increased social and culturalawareness and an understanding ofprinciples of reasonable adjustmentwithin the vocational education andtraining sector.
Increase the number of teachers andtrainers from each of the individualclient groups.
Where currently unavailable developstaff development programs forincreased social and culturalawareness and an understanding ofprinciples of reasonable adjustment.
Identify priority areas forimplementing programs, and setgoals for implementation. Priorityareas might include:
front-line administrative staff;program managers;human resource managers (providersand industry);teaching and training staff in allsettings;people involved in the developmentof competencies and curriculum; andRPL assessors.
ANTA in co-operation with the StateTraining Authorities, collect data onstaff profiles of TAFE and set goalsfor increasing representation of clientgroups.
Skills Audit of individuals.
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4: Increasing Levels of Language, Literacy and Numeracy SkillsPrinciples 2, 3
5.13 A lack of adequate language, literacy and numeracy skills affects all aspects oflife, seriously impeding a person's ability to participate fully in the community, intraining and in work. It is an issue which was identified, through the matrix, as beingof fundamental importance for all of the groups listed, although it is of particularimportance for Aboriginal and Torres Strait Islander peoples, migrants and men withlow post-school qualifications.
5.14 The constraints which a lack of adequate language, literacy and numeracyskills place on an individual's mobility within the labour market, make this a firstorder issue for those affected. Workplace health and safety make language skills animportant issue and accordingly, must receive a high priority from industry.
Outcomes by 2001 Possible StrategiesIncrease by 75% in the provision ofdiscrete language, literacy and
(see Competencies and Curriculum)
numeracy courses in non-Englishspeaking and Aboriginal and Torres
Develop partnerships with non-English speaking and Aboriginal and
Strait Islander communities. Torres Strait Islander communitiesfor the tailoring and provision oflanguage, literacy and numeracycourses.
Increase by 50% in the number ofoperative level workers, completingrecognised language, literacy andnumeracy courses.
Negotiate with industry and trainingproviders, goals to increase operativelevel workers completing language,literacy and numeracy courses andsupport this with:
sharing of best practiceapproachesdissemination of recognisedlanguage, literacy andnumeracy training programs.
5: Improving Basic Work and Life SkillsPrinciples 1, 3, 4
5.15 For many people, both outside the labour market and amongst the long-termunemployed, the lack of very basic work and/or life skills, can be the major barrier toparticipation in 'mainstream' society and to employment. The most affected appearto be people with a disability, Aboriginal and Tones Strait Islander peoples, maturewomen entering the labour market for the first time, and people re-joining thecommunity following periods of institutionalisation.
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5.16 Basic work and life skills have tended to be treated as lying outside the domainof training for vocational outcomes. The principal issues appear to be an expectationof the level of work and life skills people will have by the time they exit school, and afailure to appreciate that vocational outcomes are predicated on the ability of a person,for example, to manage social interactions within the workplace or to catch publictransport.
5.17 A related issue is the cultural framework underpinning the vocationaleducation and training system for describing the nature of work and life. Thisframework is, in many cases, inadequate for addressing the social and economicrealities of some people's lives. This might particularly be the case, for example, inrural and remote areas, where there are limited employment opportunities or in someAboriginal and Torres Strait Islander communities, where a functioning labour marketmay not exist. In these instances, basic skills may have an impact on an individualand a community's economic development without leading to a direct 'vocational'outcome.
Outcomes by 2001 Possible StrategiesImproved recognition andarticulation of basic work and lifeskills into structured and accreditedtraining.
Clarify the relationship andarticulation between ACE and VETactivities and align areas identifiedby client groups as a priority.
Incorporate basic work and life skillstraining within the policy, planningand funding framework of nationalVET.
6: Improving Student and Employee SupportPrinciples 1, 2, 3, 4
5.18 Perhaps the most important issue for people currently under-represented invocational education and training or not attaining equitable outcomes from the system,is that of student or employee support. This is an issue across the community, and hasdirect bearing on the ability to access, participate in, and complete, training for manyindividuals, as well as finding and remaining in satisfying employment.
5.19 Student or employee support can include:
the co-ordination of information and service delivery, both within VET and withexternal agenciesthe modification and provision of equipment and alternative modes of deliveryfinancial resources for the individual to meet training and related costsaccess to adequately resourced support staff, andappropriate support in the first few weeks of work.
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5.20 The high cost of individual support has meant that it tends to be primarilyavailable within the public sector, where there is a legislative requirement for theequitable provision of training and work opportunities.
5.21 The opening up of the training market and shift away from training ininstitutions to enterprise-based training and flexible delivery, may create addedchallenges in terms of equity of outcomes.
Outcomes by 2001 Possible StrategiesModels for provision and co-ordination of support services forindividual clients participating invocational education and traininghave been developed and promoted.
In consultation with client groupsand service providers, map thecurrent services available to providesupport to individual students.
Identify best practice in provisionFunding support is in place forprovision and co-ordination ofservice delivery for individuals in on-the-job and off-the-job training.
and co-ordination of service deliveryand develop 'How to...' materials forsharing with public, private andcommunity providers; group trainingcompanies and industry.
(See Funding Arrangements)
7: Improving Child Care Provision for StudentsPrinciple 2
5.22 The availability of affordable, accessible, and culturally appropriate child care,continues to be of importance to parents (and women in particular), and has an effecton their ability to undertake training, regardless of whether they are in the workforceor not. While considerable investment have been made by the CommonwealthGovernment in increasing child care provision, there is a need for this provision to bebetter targeted to students within VET, and to take account of particular social andcultural needs.
5.23 For example, the demographic profile for Aboriginal and Torres Strait Islanderpeoples shows that many indigenous women take on child care responsibilities from avery young age. For this group, in particular, training for employment will not be anoption as long as appropriate child care services are not available.
1 s 2 0
Outcomes by 2001 Possible Strategies
40% increase in child care placesavailable to students in TAFEs orthrough other agencies, withpriorities identified in consultationwith key client groups.
Investigate the implications andopportunities in the National ChildCare Strategy for improvedchildren's services in VET.
Children's services in VET Alignedwith the National Child Care
In consultation with client groups,identify priority areas for improvedchild care provision.
Strategy.Develop a long term plan for the
Alignment of capital and recurrentfunding processes for children'sservices in VET.
VET sector, for capital and recurrentfunding of children's services.
(See Funding)
8: Eliminating Bias in Competency Standards, Curriculum, Teaching andCourse RequirementsPrinciple 2
5.24 While the development of competency-based training has the potential toprovide for greater flexibility and accessibility of training, this has not always beenrealised. The Government's new apprenticeship and traineeship system (currentlyknown as the Modern Australian Apprenticeship and Traineeship System or MAATS)will provide the opportunity to address issues of access and equity in the developmentof new products and programs.
5.25 In the development of competency standards, it is still the case, in manyinstances, that biases are being built-in, through assumptions about what is required toperform particular tasks, and a lack of knowledge about the principles of reasonableadjustment.
5.26 Likewise, with the development of curriculum, there continues to be a problemwith assumptions being built-in about how all students learn, and their cultural andsocial frames of reference.
5.27 A further issue in terms of the linking of industry competencies withcurriculum and course requirements, is the inflexibility with which the principle oflinkage is sometimes applied. It is generally acknowledged that not all peopleundertake a course to gain entry to the particular industry for which the course hasbeen designed. However, in many cases, the inability of a student to complete amodule required to work in the industry, is being used as a basis for excluding thestudent from the course.
16.
5.28 The development of training packages linking competency standards, learningstrategies and materials, guidelines for assessment and professional developmentproducts and services provide an opportunity to incorporate the principles for accessand equity (in section 3) in the existing features of the national vocational educationand training framework.
Outcomes by 2001 Possible Strategies
The administrative arrangements,products and programs developedunder MAATS, are inclusive of theneeds of individual clients.
New training packages are availablein key industries and for occupationsidentified by industry and individualclient groups, as a priority.
New training packages are socially,linguistically and culturallyinclusive.
Competencies and curriculum aresocially, culturally and linguisticallyinclusive.
All industry competency standardsintegrate language, literacy andnumeracy standards.
All pre-entry level and entry leveltraining courses include provision foroptional language, literacy andnumeracy; and basic work and lifeskills modules.
Consultative arrangements with keyindividual client grouprepresentatives, are put in place forthe development of administrativearrangements, products, programsand the identification of priorities forthe new MAATS.
Through the principle planningmechanisms for the VET system, andin consultation with industry and theindividual client groups, identifypriority areas of training and set shortand long term goals for the:development of comprehensivetraining packages incorporatingcompetencies, curriculum, anddelivery;development of training packagestailored to the needs of individualclient groups, where required;modification of existing competencystandards and curriculum and supportmaterials to enhance inclusivity.
Review national, State and Territoryadministered guidelines for thedevelopment of VET products andprograms, and related approvalprocesses, and where necessary,amend, to ensure social, linguisticand cultural responsiveness.
(See Improving DiscriminatoryAttitudes)
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9: Increasing Recognition of- Prior Learning AssessmentsPrinciple 2
5.29 Recognition of Prior Learning (RPL) is one of the key features of the nationalvocational education and training system. It offers great promise in improvingtraining outcomes for many people currently disadvantaged within the labour market.
5.30 In particular, increased access to, and use of, RPL processes has the potentialto increase significantly the number of migrants with recognised employment-relatedskills, and to enhance their employment opportunities. RPL is also a significant issuefor those individuals who have extended periods out of the workforce, includingwomen, people with a disability, Aboriginal and Torres Strait Islander peoples, peoplewho have been institutionalised, and those at risk of being long-term unemployed.
5.31 Some of the particular issues which need to be addressed in terms of RPL, arepoor demand for RPL assessment because industry, training providers, communityorganisations, and individuals do not understand the processes or its value; aninsufficient number of trained assessors; the cost of assessments, relative to theperceived benefits; and industry concerns about wages claims based on assessment.
Outcomes by 2001 Possible Strategies
50% increase in RPL assessments,with the focus being on workplaceassessment for industries with high
Promote RPL to individual clientgroups and enterprises.
numbers of migrants and women atan operative level and pre-entryassessment, particularly for the long-
Simplify processes for accessingRPL.
term unemployed. Develop and promote widely throughthe VET sector, 'How to...' materialsfor socially and culturally inclusiveRPL assessments.
Set goals for increased training ofRPL assessors.
10: Improving Flexible DeliveryPrinciple 2
5.32 The key features of the national vocational education and training system, suchas competencies, curriculum, and recognition of prior learning, provide the buildingblocks for delivery, which is responsive to the needs of the client. This potential,however, is not being realised as continuing structural rigidities such as 'time-based'courses, inflexible course requirements, and location bound infrastructure, lock manyindividuals out of training.
23
18
5.33 This may be a particular concern in rural and remote areas and in Aboriginaland Torres Strait Islander communities, where facilities are not accessible or modes ofdelivery may not be appropriate; for people with a disability who require additionaltime for course completion and alternative modes of delivery; and for women whomay be limited in the times at which they can undertake training.
5.34 There is currently a considerable amount of work and commitment ofresources in developing and implementing flexible delivery approaches, and the needsof individual client groups should be included as part of these developments.
Outcomes by 2001 Possible Strategies
Increased provision of trainingthrough flexible modes of delivery,for individual client groups.
'How to...', materials for flexibledelivery for key client groups, inboth on-the-job and off-the-jobtraining disseminated and appliedwithin TAFEs, group trainingcompanies, private providers andenterprises.
Evaluate current flexible deliveryarrangements for success in meetingthe needs of individuals.
2419
6. Conclusion
6.1 This Report does four things:
First, it provides -a set of principles to underpin the policy framework and guidedevelopment of strategies to achieve access and equity in vocational education andtraining. The Project Committee believes that these are relevant to all aspects ofthe national vocational education and training framework and should remainrelevant for many years.
Second, it provides a series of outcomes to be achieved by the end of the year2000, as well as possible strategies to achieve them. Obviously, the way in whichthe achievement of these outcomes is measured is also of critical importance. TheCommittee understands that this will be included in the development of the nextNational Strategy for Vocational Education and Training. The Committee believesthat progress towards outcomes should be measured each year and reported onannually, but with the realisation that many of these outcomes can only reachpotential over a 3-5 year period.
Third, it does not seek to impose a series of new proposals and strategies, but hasbuilt on existing strategies and linked them together via the 10-point plan.
The exception to this is the proposal regarding funding arrangements, with a moveto outcomes-based funding, possible expansion of the 'user choice' approach and acosting model which reflects the unit costs of delivering training to people fromthose sections in the community with whom this Report is concerned.
6.2 The outcomes are realistic and achievable within a three-year timeframe, basedon current levels of performance, if the strategies outlined throughout the Report areimplemented.
6.3 This Report is to be incorporated into the draft of the revised National Strategyfor Vocational Education, which is proposed to be released early in 1997. We lookforward to Equity 2001, and the Principles, Outcomes and Possible Strategies, beingan integral part of the next National Strategy, and then contributing to the futuredevelopment of vocational education and training in Australia.
An Approach to Access and Equity in Vocational Education and Training- Issues Paper, ANTA,April 1996.2 An Approach to Access and Equity in Vocational Education and Training - Consultation Paper,ANTA, June 1996, ISBN 0642 25088.
A Stocktake and Analysis of Access and Equity reports in vocational education and training, 1990-95,ANTA, Septemer 1996.
Participation and Attainment of Individual Client Groups in Vocational Education and Training,ANTA, May 1996, ISBN 0642 25241 65 ibid.
2520
MA
TR
IX
show
ing
caus
es o
f di
sadv
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26
App
endi
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27
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29
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31
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32
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33
(9/92)
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