Smart and Skilled: making NSW number one - Discussion paper September 2011
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Smart and Skilled: making NSW number one Discussion paper September 2011 NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU
Smart and Skilled:
making NSW number one
The NSW Government wants to ■■ a more flexible and demand-driven ■■ 100 per cent increase in
rebuild our State and make NSW vocational education and training completions in higher-level
number one. To do this we need a system qualifications at Diploma level and
skilled workforce that can contribute above
■■ greater contestability of funding
to increased productivity, workforce for public training and greater ■■ 20 per cent increase in the number
participation and business demand competition between providers of completions in higher-level
for high-level skills. qualifications at Certificate III
■■ support for TAFE as the public
and above by women, Aboriginal
provider
We must adapt our vocational students and students in rural and
education and training system to ■■ greater transparency in the system regional New South Wales by 2020.
meet these future needs. We must to support informed choices by
We have done this because future
encourage more people to take employers and students
prosperity will rely on a highly-skilled
vocational education and training and knowledgeable workforce. Our
■■ a drive for improved quality1.
qualifications, particularly at higher- population is ageing and, to meet the
Doing what is best for NSW
levels. We need to structure our resulting decrease in worker numbers,
vocational education and training New South Wales has agreed to the effort will be required to help more
system to meet student demand national framework for reform. In people gain the skills they need to
and the needs of business for an implementing reform we will do what participate in the workforce.
innovative and capable workforce. is best for New South Wales. Our
prime objective is to support growth Businesses will rely more and more
and jobs. on having a high-skilled workforce to
Through this discussion paper we
improve productivity and compete in
are seeking your advice on how
In NSW 2021: A Plan to Make NSW a changing global economy. In the
we can improve the capacity of our
Number One we have set targets to future, high-skilled jobs are expected
vocational education and training to grow at two-and-a-half times the
increase attainment levels and make
system to meet these needs. sure more people gain higher-level rate of low-skilled jobs. At current
tertiary qualifications. These include rates there is an expected shortfall of
COAG Reform
national targets agreed through high-level qualifications to meet this
To support a more skilled COAG. Our targets are: demand by 2015.
workforce, the Council of Australian
■■ 50 per cent increase in the We must strengthen our vocational
Governments (COAG) has agreed to proportion of people between education and training system to
a national framework to revitalise the the ages of 20 and 64 with respond to these changing needs.
vocational education and training qualifications at Certificate III Our State has the largest vocational
system. This framework covers: and above education and training system
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 2
in the country with more than businesses, students and regional
2,000 training organisations and communities also rely on TAFE NSW
an estimated 830,000 students. to deliver training. A strong and
TAFE NSW plays an important role responsive TAFE NSW is critical to
with more than 550,000 student meeting our future workforce needs.
enrolments across 10 Institutes and
130 campuses. These are some of the issues to
consider. A snapshot with further
The investment we make in our details on the NSW economy,
vocational education and training workforce and vocational education
sector must be in high-quality learning and training system is in the Appendix
and training that has the greatest to this paper.
economic and social impact. Greater
effort will be needed to increase
access to training for more of the
population and to increase the take-
up and completion of higher-level
qualifications.
Our modern economy requires both
sophisticated technical skills and,
importantly, substantial underpinning
knowledge and ability to continue
learning and enhancing one’s skills.
Our system needs to enhance and
respond to this broader expectation.
We need to make sure that our
vocational education and training
system responds to demand and
students and employers have greater
opportunities to select learning that
is high quality, responsive and has
flexibility to meet their changing
needs. We need to encourage local
training to meet local needs. Many
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 3
Increase participation
in vocational education
and training
Greater participation in vocational
education and training for all age Tell us what you think Tell us what you think
groups
■■ How can we engage more of ■■ How can we encourage more
To increase productivity and the working age population people to complete higher-
participation in the economy we must in vocational education and level qualifications?
engage more people in vocational training?
education and training and lift ■■ How can we build better
educational attainment levels across ■■ How can we equip people pathways to higher-level
the working age population. We must with the skills they need qualifications across our
support all age groups, particularly to participate more fully in education sectors?
those who need skills and knowledge work?
to be able to participate more fully in ■■ How can we improve training Entitlement to training
the workforce. It also means looking and job outcomes for
at new ways to assist disadvantaged disadvantaged learners? A reform principle agreed by the
learners to acquire the skills they Council of Australian Governments
need to gain sustainable jobs. And it ■■ How can we maximise
is having a more demand-driven
involves making sure that those who vocational education and
vocational education and training
live in rural and remote communities training opportunities for
system. Both Victoria and South
do not miss out on the learning they people in rural and remote
Australia have adopted a broader
communities?
need to make a contribution to their demand-driven entitlement to
communities. training as a key reform, and Western
Increase attainment of higher-level Australia and Queensland are
qualifications considering an entitlement as a way
to increase training participation.
A more productive economy and
workforce requires more of the An entitlement to a government-
population to have higher-level funded training place is an option to
qualifications at diploma level and increase participation in vocational
above. We need to make sure that education and training and is
New South Wales can meet future often associated with a demand-
demand for high-level skills so driven system. The concept involves
that our businesses and industry giving eligible students access to
can remain competitive in a global a subsidised training place with
environment. an approved registered training
organisation.
4 WWW.TRAINING.NSW.GOV.AU NSW DEPARTMENT OF EDUCATION AND COMMUNITIES
An entitlement model of training is approved training organisation available to university students, such
different from a supply-driven system chosen by the student or employer. as HECS - HELP, are not available
where the government funds a fixed to most vocational education and
number of places using approved As well as increasing the State’s training students in New South
training organisations. productivity, TAFE NSW has a Wales. Improved access to such
legislative requirement to provide loans may need to be considered to
A broad-based entitlement can vocational education and training increase student participation.
increase participation in vocational services that are widely accessible.
education and training if more This includes training for apprentices
people are eligible for a government- and priority entry for young people
subsidised training place and they and disadvantaged learners. There are
have more control over what and also broad categories of exemptions Tell us what you think
where they study. An entitlement and concessions for student fees to
may enable a student to gain an support access to training in TAFE ■■ To what extent could a
initial post-school qualification, to NSW. training entitlement increase
consolidate skills or to gain higher- training participation and
level qualifications. The availability An entitlement would need to meet the future skill needs
operate within Government budgets of individuals, businesses,
of training and the degree of
for vocational education and training. regions and our economy?
subsidy can vary depending on the
circumstances of the individual and In offering a broader entitlement, the ■■ What should an entitlement
the type of qualifications undertaken. Government may need to consider to training cover?
what contributions individuals and
A key consideration under an employers should make to the cost of ■■ How do we match individual
entitlement is aligning student training. Research has shown that the demand with industry needs
demand with industry and economic higher the qualification, the higher under an entitlement model?
skill needs. the return to the individual in terms of
■■ Under an entitlement, how
earnings and employment prospects. should the level of investment
There are already some examples Both individuals and employers in training made by
of entitlement in the vocational already make some private investment government, individuals and
education and training system in in training, and the development of employers be determined?
New South Wales. These include an an entitlement should not displace
entitlement to a government-funded that investment. ■■ Should student loans be
place for young people aged 15 to available for government-
24 and for apprenticeships and most Some full fee-paying vocational funded vocational
new-entrant traineeships. In areas education and training students qualifications? If so, what
of apprenticeship and traineeship are able to access student loans. should they look like?
training, the funding flows to the However, the kinds of student loans
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 5
Target vocational education
and training to business,
industry and regional needs
Aligning the Government’s need to be equipped with a skilled
investment in vocational education workforce to service local business Tell us what you think
and training with the State’s priorities and industry demand and to capture
is vital to meeting the future skill new economic opportunities. ■■ What is the best way to
ensure that the Government’s
needs of the economy. To do this, we
It is also important to maximise the funds for vocational
need to ensure that the investment
outcomes from training. Businesses education and training
in vocational education and training
need access to training that is flow to areas that maximise
flows to where there is critical
flexible, tailored and responsive to economic benefits for our
demand for skills and we have the
businesses and the State?
right mix of skills and knowledge to their needs. Having a vocational
maximise economic benefits. education and training system that ■■ How can we maximise
can quickly respond to the changing vocational education and
To do this, we need to make sure needs of businesses or changes in the training opportunities to
that the vocational education and economy will increase the likelihood meet the needs of our
training system can anticipate and that the skills people learn are applied regions?
respond to changing economic and productively in workplaces and that
■■ How can our vocational
social conditions. Modern workplaces businesses can expand and prosper.
education and training system
have to deal with environmental
adapt and be responsive
changes, new technology, innovation
to the changing needs of
and greater global competition. This
business and industry and
requires workers with high levels
changes in the economy?
of knowledge, skill and autonomy
to undertake complex tasks, adapt
to changes and solve problems.
Our vocational education and
training system must develop both
technical competencies and broader
knowledge capability.
The Government’s investment in
vocational education and training
must also meet the diverse skill needs
across our regions. Not all regions
are the same. There are differences in
demographics, industry base and in
economic opportunities. Our regions
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 6
Role and function of TAFE
NSW as the public provider
TAFE NSW plays an important role in TAFE NSW is the largest provider of
our vocational education and training vocational education and training Tell us what you think
system and makes a significant in the State. It has a unique role
contribution to our economy and in servicing the training needs of ■■ What should the role of
TAFE NSW be in the context
communities. Training through TAFE industry and our regions and local
of a broader entitlement to
NSW is offered across ten institutes communities, with its responsibilities
training in our vocational
with over 130 campuses and specialist spanning high-level workforce
education and training
centres in regional and metropolitan development for industries to
system?
areas. improving skill and job outcomes
for disadvantaged learners and ■■ How should TAFE NSW be
In 2010, TAFE NSW delivered more communities. better utilised to meet the
than 70 per cent of all flexible future skill needs of our
vocational education and training in We need to consider the role and workforce?
Australia and commenced delivery function of TAFE NSW in supporting
of its first degree. In the same year, expanded training opportunities
there were over 550,000 enrolments in the context of greater choice
in TAFE NSW and over half of those and make sure that TAFE NSW
students were in regional areas. Some is well positioned to operate in
89 per cent of TAFE NSW graduates an environment of increased
were satisfied with the quality of contestability of government-funded
the training they had received. TAFE training.
NSW has also made an important
contribution to shifting the balance
toward higher-level qualifications by
increasing training completions at
Diploma level and above. Between
2005 and 2010, TAFE NSW greatly
decreased its reliance on direct
government funding, growing its
external revenue by more than 70
per cent3. This external revenue is
re-invested back into training more
students across the State.
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 7Greater choice for
individuals and employers
The Council of Australian A demand-driven system entails
Governments has acknowledged the individuals and employers exercising a Tell us what you think
role of contestability of funding for degree of choice in their selection of
publicly-funded vocational education training qualifications and providers. ■■ What type of information
is needed by individuals
and training as a way of providing Having government funds follow their
and employers to inform
greater choice. While New South choice and targeting training to the
their choice of vocational
Wales invests the largest dollar priority needs of the economy may
education and training?
amount of funding of any State enable the system to better respond
or Territory in contestably-funded to current and future demand. ■■ How can we continue
training, only a relatively small share to assure the quality of
of government funds is open to To exercise greater choice, employers vocational education and
competition. At 19.6 per cent, the and individuals need to be able training in the context of
share invested in contestable training to make informed decisions. They greater choice?
in New South Wales is below that need access to information on what
in other large states and below the training is available and what they can
Australian average of 21.7 per cent. expect to gain from that training.
Transparent and high-quality They also need to be assured that
vocational education and training to the vocational education and training
inform choice they receive is of high quality and
that it meets the needs of business
If we are to encourage more people for a knowledgable, capable and
to engage in vocational education competent workforce. If we are
and training, particularly in higher- to offer greater choice to students
level qualifications, we need to and employers we need to consider
consider ways to expand the capacity whether our existing quality
of our vocational education and safeguards should be strengthened
training system and provide greater to ensure greater quality and viability
choice for those who use our system. of services and that the outcomes
delivered meet the needs of industry
and the economy.
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 8Role of competition We need to consider what
role increased contestability of Tell us what you think
In New South Wales both public and government-funded training could
private training organisations are able play in helping to meet the future ■■ How could increased
to compete for funding through a contestability of government-
workforce needs of New South
contestable training market to deliver funded training support
Wales. This includes our need for
traineeships, apprenticeships and greater participation in
higher-level qualifications, increased
other priority industry qualifications. vocational education and
participation in training and greater
training and greater take-up
choice for the users of training.
New South Wales has one of the of high-level qualifications?
most open contestable training We also need to consider how ■■ What factors should the
markets with all registered training a community service obligation Government consider in
organisations in Australia eligible to may be managed in a contestable increasing contestability of
compete for funding. At the same market to ensure support for critical training funds?
time, we have the lowest share of government priorities including
funds invested in contestable training improving outcomes for groups ■■ How should community
of all large states. service obligations be
including Aboriginal people or people
managed in a contestable
with a disability and to ensure access
The contestable training market has market?
for those in remote areas.
made an important contribution to
■■ What criteria and what
training participation and supporting
accountabilities should
the needs of business and industry in
training organisations meet
New South Wales.
to be eligible for government-
funding?
Students undertaking training in
apprenticeships and new-entrant
traineeships under the contestable
training market have increased by
20 per cent since 2006, and over
70 per cent of training delivered
through these arrangements is work-
based. Some 87 per cent of training
participants who receive government-
funded training with private training
providers in New South Wales are
satisfied with the quality of training4.
9 WWW.DET.NSW.EDU.AU NSW DEPARTMENT OF EDUCATION AND COMMUNITIESImprove vocational education
and training completion rates
New South Wales has one of the
highest training completion rates in Tell us what you think
the country (34 per cent versus 27
per cent nationally). Overall, however, ■■ How can we improve
vocational education and
completion rates in vocational
training completions?
education and training in Australia
are generally low2. In comparison, ■■ In what critical areas should
undergraduate degree completion they be improved?
rates trend between 70 and 80
per cent. ■■ How can we improve
completions for apprentices
We need to increase the number of and trainees?
people who both start and complete
a vocational qualification. The more
people who complete their study, the
more skills we have available to be
applied in the workforce and to meet
future demand for skills.
Vocational education and training
completions need to increase
across all qualification levels and for
apprenticeships and traineeships,
particularly in skill shortage areas.
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 10Consultation process This discussion paper is designed to facilitate public debate on how best to equip the vocational education and training system in New South Wales to meet our future workforce needs. The NSW Government is keen to hear your views and will conduct a series of consultations around the State. An electronic version of this discussion paper and the schedule for consultations can be found at www. training.nsw.gov.au. Additional information on the consultation process, including how to make a submission, can be accessed from this site. All submissions will be treated as public documents unless you tell us otherwise. Written submissions close on 4 November 2011. Other useful information can be found at: NSW State Plan - www.2021.nsw.gov. au/index.php Council of Australian Governments - www.coagreformcouncil.gov.au/ agenda/skills.cfm NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 11
Appendix:
A snapshot of NSW
New South Wales is a large economy The Economy ten years our productivity growth has
with a population of over seven million been slightly below the national rate.
people and production of goods and The growth that New South Wales Importantly though, more than half of
services worth over $400 billion5. Our has achieved over the last ten years
our industries have productivity levels
has been unlike the growth attained
State comprises over 30 per cent of above the national average, including:
in states that have benefited from
the nation’s economy with exports professional, scientific and technical
the resources boom. Growth in New
worth $56 billion in 2009-10 and South Wales has come from strong services; manufacturing; health care
the largest share of private business economic fundamentals and a diverse and construction10.
investment in Australia6. industry base with good long-term
economic prospects. Projections from the Commonwealth
Our economy is diverse, covering Government’s Intergenerational
value-added services, manufacturing, Like most advanced economies our Report 2010 show that over the next
construction, mineral resources and future ability to compete in a global
40 years, productivity growth in
agriculture. Around 74.6 per cent of environment will involve increasing
Australia could fall from the average
the State’s economy is made up of productivity, and offsetting the impact
of an ageing population on workforce of 1.8 per cent a year achieved over
services7. Our comparative strengths the past 40 years to 1.6 per cent.
participation.
are in high-end services which are the The corresponding growth in living
fastest growing component of world Productivity standards (as defined by real Gross
trade. Services account for about 70
The mid 1990s was a period of high Domestic Product per capita) could
per cent of employment in New South
productivity growth where New South decline from 1.9 per cent to 1.5 per
Wales and service exports generated
Wales led the country. Over the last cent per year.
over $20 billion in 2009-108.
Small and medium businesses account Growth in labour productivity, NSW and Australia11
for most of the employment in New
South Wales and will continue to play
an important role in generating jobs
for the State.
The next ten years will see an
increased demand for higher-skilled
jobs in New South Wales. Across the
nation higher-skilled jobs are expected
to grow at two-and-a-half times the
rate of low-skilled jobs9.
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 12Meeting productivity needs of further. Current projections indicate The next ten years will see demand for
business that ageing will shrink the size of the 470,000 net new jobs in New South
working age population relative to Wales19. Most of these jobs will be
Businesses need skilled workers to total population from 70 per cent to
start and grow. Only 52 per cent of higher-skilled jobs with the growth
61 per cent by 202516. Research has greatest in services such as healthcare;
employers believe that the skills of shown that higher-level skills increase
their employees are adequate for what professional and technical services
the chance of sustainable employment:
is needed in the workplace12. A more and in construction. This will increase
productive workforce requires people ■■ people with a Diploma or Advanced demand for professionals, managers,
to learn skills that can be readily Diploma have an 80 per cent technicians and trades.
applied to the workplace needs of chance of employment compared to
businesses. 55 per cent for those with a Year 10 Most people of working age in New
School Certificate or below17. South Wales have a qualification and
Research has found that higher- some 35 per cent have a qualification
level skills increase earnings and
at Diploma level and above20. To meet
productivity: The Workforce future demand for high-level skills we
■■ those with a Bachelor degree earn In New South Wales about 60 per will need to lift the attainment levels
almost two-and-a-half times more cent of the population aged 15 of working age people, including the
than people whose highest level of years and over are in employment18. 45 per cent without a non-school
education attainment is Year 1113 The top five employing sectors are: qualification21.
healthcare and social assistance; retail
■■ firms with more qualified managers Forecasts indicate that there will be a
trade; professional, scientific and
are better managed and more shortfall of higher-level qualifications
technical services; construction; and
productive14.
manufacturing. by 2015.
Workforce participation
Forecast labour market and student demand for qualifications, NSW22
In 2010-11, the rate of labour force
participation in New South Wales
was 64 per cent, below the national
average of 66 per cent15. Historical
changes in the structure of the
economy have involved a shift from
heavy manufacturing to more high-
end services and this has resulted in
some decline in male participation
rates over time.
An ageing population has the potential
to reduce workforce participation even
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 13Young people under the age of 25 Potential additions to employment, NSW, 201125
are less likely to have a higher-level
qualification (Diploma level and
above) as they are just starting out
in their working life. The likelihood
of having a higher-level qualification
increases for 25 to 34 year olds,
but for those aged above 35, the
possibility of attaining a higher-level
qualification starts to decrease23.
Making use of the skills we have
available to us is important for
increasing productivity. Degree- Again, most are women (59 per entire State have access to training so
qualified migrants who are not from cent) and almost half do not have a they too can benefit from growth and
an English-speaking country are at vocational education and training or sustainable jobs.
least twice as likely to be unemployed higher education qualification.
and almost twice as likely to be in
a low-skilled job compared to other
Of those unemployed, 57 per cent The Vocational Education and
do not have a vocational education Training System
degree-qualified people24. Often this
and training or higher education
is due to a lack of recognition of their
qualification26. Young people make New South Wales has the largest
qualifications and the low level of
up 43 per cent of unemployment and vocational education and training
English language skills.
Aboriginal people are three to four system in the country with over
There are also many people in the times more likely to be unemployed27 2,000 training organisations and an
State who are willing to work but are
28
. estimated 833,000 students. This
not fully engaged in the workforce. includes 583,000 students trained
While New South Wales has many in public institutions and through
There are some 900,000 people
prosperous regions, others rely heavily government-funded private training
able to work and almost half of
on industries that are vulnerable to provision, and an estimated 250,000
these are not currently in the labour
economic change and/or have large students studying under private fee-
force. Most are women (65 per
populations of disadvantage. These for-service arrangements29 30.
cent) and most people who are not
communities also tend to have higher
in the labour force do not have a
rates of unemployment. In achieving
non-school qualification. There are a
our growth potential we need to
further 278,500 who are employed
make sure that people across the
but would like to work longer hours.
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 14Servicing the diverse needs of a large ■■ raising the numbers of apprentices Participation in vocational education
and complex economy like New taking advantage of competency- and in training
South Wales has its challenges and based progression
New South Wales has the largest
our vocational education and training
■■ creating partnerships with industry share of government-funded student
system has served us well in creating
to skill the workforce for innovation commencements in the country.
better opportunities for learners by:
and with community groups to While in the past year there has been
■■ expanding the availability of gain better job outcomes for job some growth in government-funded
training to workers and job seekers. student commencements, since 2006
seekers, especially for higher- there has been a decline of five per
These results come from a
level qualifications (Diploma and cent. This compares with growth of
commitment to reform where New
Advanced Diploma) 19 per cent in government-funded
South Wales is:
student commencements for the rest
■■ increasing provision of flexible of Australia. The decline in student
■■ leading the adoption of national
training through on-line and commencements has been evident
regulation of the vocational
workplace delivery across all age groups but particularly
education and training system
■■ increasing high-quality vocational for those aged between 25 and 4431.
■■ driving greater competency-based
education in schools
progression for apprentices Participation in higher-level
■■ developing partnerships with qualifications
■■ implementing a training
universities to create pathways into In recent years there has been growth
entitlement for 15 to 24 year olds
higher education in the share of students training
■■ leading the development of a in higher-level qualifications. At
■■ lifting Aboriginal participation
nation-wide unique student 12 per cent, the share of students
in training and improving
identifier commencing training in higher-level
outcomes for apprenticeships and
traineeships ■■ changes in TAFE NSW for government-funded qualifications
greater local responsiveness, (Diploma and Advanced Diploma)
■■ producing one of the highest in New South Wales is below the
competitiveness and commercial
training completion rates in national average of 14 per cent.
activity.
the country, with a significant
increase in completions of Diploma This puts us in a good starting In 2010, vocational training graduates
qualifications and above for TAFE position to strengthen areas of our made up about seven per cent of
NSW and other providers training system that need attention. university enrolments in
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 15New South Wales, down from just Vocational education and training completion rate by state35
over eight per cent in 200832. Building
pathways to higher-level qualifications
from school to vocational to higher
education will help build a skilled
workforce.
Vocational education and training
completions
New South Wales has one of the
highest vocational education and
training completion rates in the Targeting priorities are: finance; professional services;
country (34 per cent versus 27 per healthcare; manufacturing and
cent nationally). Overall, however, Aligning the Government’s
construction. In 2009-10, these
investment in training with the
completion rates in vocational sectors accounted for a combined
State’s priorities is fundamental to
education and training in Australia 42 per cent of Gross State Product
meeting the future skills needs of
are generally low33. In comparison, business. The five sectors in New and 41 per cent of employment. The
undergraduate degree completion South Wales that make the highest share of government-funded student
rates trend between 70 and 80 combined contribution to Gross commencements in these sectors was
per cent34. State Product and employment 33 per cent.
Share of government-funded commencing students compared to economic contribution, NSW36
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 16Choice for users
New South Wales has a highly
competitive vocational education and
training market. There are over 2,000
training organisations operating
in the State. There are some 750
training organisations registered
across Australia which are approved
to compete for NSW government-
funded training. While New South
Wales invests the largest amount of
funding of any State or Territory in
contestably-funded training, only a
relatively small share of government
funds is open to competition. At
19.6 per cent, the share invested in
contestable training in New South
Wales is below that in other large
states and below the Australian
average of 21.7 per cent.
Proportion of Government recurrent funds for competitive tendering and user choice, 200937
%
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 17References
1
Derived from the COAG Communique – 19 13
Australian Bureau of Statistics (2010) 25
Australian Bureau of Statistics (2011)
August 2011 Education and Training Experience, 2009, Labour Force, July 2011, 6202.0; Australian
6278.0. Bureau of Statistics (2010) Persons not
2
National Centre for Vocational Education in the labour force, Australia, September,
Research (2011) The likelihood of
14
Green, Roy (2009) Management Matters 2010, 6220.0.
completing a VET qualification, 2005-07. in Australia: Just how productive are 26
Australian Bureau of Statistics (2010)
we? Report prepared for the Department Unemployed Workers, Australia, 6265.0.
3
Data derived from Department of Education of Innovation, Industry, Science and Unpublished data. Australian Bureau of
and Communities’ Annual Reports 2005- Research by the University of Technology Statistics (2010) Education and Work,
Sydney, Macquarie Graduate School of Australia, 6227.0. Unpublished data.
10.
Management and the Society of Knowledge
27
Australian Bureau of Statistics (2011)
4
National Centre for Vocational Education Economies.
Labour Force Australia, Detailed, January
Research (2010) Student Outcomes Survey, 2011, 6291.0.55.001.
15
Australian Bureau of Statistics (2011) Labour 28
Australian Bureau of Statistics (2009)
2005-10.
Force Australia, July 2011, 6202.0. Labour Labour Force Characteristics of Aboriginal
5
Australian Bureau of Statistics (2010) force participation includes those over the and Torres Strait Islander Australians,
Australian National Accounts: State age of 15 who are either in employment estimates for the Labour Force Survey,
6287.0.
Accounts, 2009-10, 5220.0. and/or looking for work. 29
Students trained in public institutions
6
Trade and Investment (2010) Economic
16
Australian Bureau of Statistics (2009) include both government-funded places
Population Projections, Australia, 2006- and fee-for-service training. Government-
and Business Climate, www.business.nsw. funded places cover training funded by
2101. Scenario B. 3222.0.
gov.au/invest-in-nsw/about-nsw/economic- government that is delivered by both
and-business-climate/state-economies. Australian Bureau of Statistics (2010)
17
public and private training institutions.
Accessed 11 August 2011. Education and Work, 6227.0. 30
This is based on the Productivity
18
Australian Bureau of Statistics (2011) Labour Commission’s estimate that NCVER data
7
Access Economics (2010) The NSW Economy capture at least 70 per cent of training
Force, July 2011, 6202.0. activity. Productivity Commission (2011)
in 2020: A foresighting study. Report
prepared for the NSW Innovation Council.
19
Access Economics (2010) The NSW Vocational Education and Training
Economy in 2020: A foresighting study. Workforce.
8
Department of Foreign Affairs and Trade 31
National Centre for Vocational Education
Report prepared for the NSW Innovation
(2011) Australia’s Trade by State and Council.i Research (2011) National VET Provider
Territory 2009-10, January 2011. Collection. Students and Courses 2010.
20
Australian Bureau of Statistics (2010) 32
National Centre for Vocational Education
9
Department of Education, Employment and Education and Work, 6227.0. Research (2010) Student Outcomes Survey,
Workplace Relations (2011) Reform of the 2005-2010.
21
Non-school qualifications are awarded
National Training System, Budget 2011-12 33
National Centre for Vocational Education
for educational attainments other than
Fact sheets. Research (2011) The likelihood of
those of pre-primary, primary or secondary completing a VET qualification, 2005-07.
10
Grattan Institute (2010) An analysis of education. Non-school qualifications 34
Department of Education, Employment
Victoria’s labour productivity performance, may be attained concurrently with school and Workplace Relations (2010) 2009
Presentation to a forum hosted by qualifications such as a Certificate II Higher Education Student Statistics.
Victorian Department of Innovation, qualification. 35
National Centre for Vocational Education
Industry and Regional Development, 22
Access Economics (2009) Economic Research (2011) The likelihood of
completing a VET qualification, 2005-07.
Melbourne, 14 April 2010. modelling of skills demand – NSW
State results. Report prepared for Skills
36
National Centre for Vocational Education
11
Adapted from Access Economics (2010) Research (2011) National VET Provider
Australia. Collection, Students 2010; Australian
The NSW Economy in 2020: A foresighting
23
Australian Bureau of Statistics (2010) Bureau of Statistics (2011) Labour Force
study. Report prepared for the NSW Australia, Detailed, Quarterly, May 2011,
Education and Work, Australia, 6227.0.
Innovation Council. 6291.0.55.003; Australian Bureau of
Unpublished data Statistics (2010) Australian National
12
National Centre for Vocational Education 24
AMP/NATSEM (2010) Calling Australia Accounts: State Accounts, 2009-10.
Research (2009) Survey of Employer Use Home: The characteristics and 37
Productivity Commission (2011) Report on
and Views of the VET System. contributions of Australian migrants. Government Services, 2011.
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW.DET.NSW.EDU.AU 18Locked Bag 53 Darlinghust NSW 2010 T: 9266 8201 www.det.nsw.edu.au © September 2011 NSW Department of Education and Communities
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