Vocational Education and Training (VET) and Young Victorians - A Way Forward

Vocational Education and Training (VET) and young Victorians: a way forward
VET and young people: a paper by the Youth Affairs Council of Victoria
Vocational Education and Training (VET) and young Victorians: a way forward
ISBN: 978-1-875261-05-5 Published February 2013 Youth Affairs Council of Victoria (YACVic) Level 2, 180 Flinders Street Melbourne Victoria 3000 Ph: (03) 9267 3799 Fax: (03) 9639 1622 website: www.yacvic.org.au email: info@yacvic.org.au Further copies of this publication are available by contacting YACVic: info@yacvic.org.au PDF versions can be downloaded from www.yacvic.org.au Youth Affairs Council of Victoria The Youth Affairs Council of Victoria gives permission for excerpts of this report to be reproduced on the condition they be fully referenced and acknowleged.
Youth Affairs Council of Victoria

The Youth Affairs Council of Victoria (YACVic) is the peak body representing the youth sector in Victoria. YACVic provides a means through which the youth sector and young people can voice their opinions and concerns in regards to policy issues affecting them. YACVic works with and makes representations to government and serves as an advocate for the interests of young people, and organisations that provide direct services to young people. YACVic also promotes and supports the participation of young people in debate and policy development areas that most affect them. YACVics resources are primarily directed towards policy analysis and development, research and consultation, and to meeting the information, networking, education and training needs of our constituency. YACVic is funded by the Office for Youth, Department of Human Services.
Acknowlegdements
Thanks to: the Victorian Rural Youth Services network, Women in Adult and Vocational Education, the Brotherhood of St Laurence, the Country Education Project, the Victorian Council of Social Service, UB Tec, the National Centre for Dairy Education, the McAuley Champagnat Programme (Notre Dame College), and the Local Learning and Employment Networks in the Goulburn Murray, North Central, Baw Baw, East Gippsland, South Gippsland / Bass Coast and South East regions, for their particular assistance.
Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Executive summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 What will the changes do?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Who will be most affected? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 How do we build a strong future workforce?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Victorian policy context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Subsidies and caps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Student access. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Analysing the changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Why consider young people? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 An ageing population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Participation of young people. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Implications for young people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Rates of participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Level of participation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Study pathways. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Places of study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Vulnerable groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Implications for rural and regional Victoria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Rural disadvantage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Regional impacts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Implications for young women. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Gender disadvantage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 How to create a strong future workforce. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Data collection and analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Resources to deliver equity outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Provision of information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Reform to address gender inequity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Data collection and analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Resources to deliver equity outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Provision of information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Reform to address gender inequity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Examples of VET provision in rural and regional Victoria for young people facing disadvantage . . . . . . . . . . . . . . . . . 34 UB Tec (University of Ballarat, Technical Education Centre). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 The McAuley Champagnat Programme (Notre Dame College), Shepparton. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Networks and partnerships, Goulburn Murray region. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 National Centre for Dairy Education Australia, Terang campus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Endnotes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Introduction
In 2012, the Victorian Government released its report Refocusing Vocational Training in Victoria. This significant new direction in Vocational and Education Training (VET) policy and practice will have particular impacts upon young people experiencing, or at risk of, disadvantage. Given the importance of engaging young people in pathways to skills development and meaningful employment meaningful both to themselves and the Victorian economy this is a critical area of public policy for the Youth Affairs Council of Victoria (YACVic). YACVic is the peak body and leading advocacy organisation for young people in Victoria and the services that support them. Our vision is for a Victorian community in which all young people are valued as active participants, have their rights recognised and are treated fairly and with respect. YACVic has worked for and with young Victorians and the services that support them for over 50 years. We promote young peoples equal access to education, jobs and support services wherever they live. To this end, YACVic hosts the Victorian Rural Youth Services initiative, a network of services concerned with young peoples wellbeing in rural and regional Victoria, who have also contributed their insights to this paper. This report seeks to identify the impact of the VET changes on young people in Victoria, and to suggest future directions to deliver the best possible outcomes for young Victorians and their communities.
Executive summary
In 2012, the Victorian Government announced changes to the Vocational Education and Training (VET) system that is expected to have a disproportionate impact on young people, particularly those from disadvantaged backgrounds and vulnerable groups and regions, including rural and regional Victoria. The changes come at a critical point for Victoria, as the states population is ageing, with around one in four Victorians expected to be aged over 65 in 2050.1 Our future prosperity will rely on increasing both labour force participation and productivity; yet currently a significant number of young Victorians the generation critical for the workforce of the future are not engaged in full-time work or education. Investing in the skills, wellbeing and capacity of young Victorians has never been so important.
What will the changes do?

The full impacts of the recent VET changes in Victoria are still to be properly assessed, and it is likely that some will be positive. However, already there have been cuts to courses and staff at a number of providers, and concerns are being raised about the impact of the loss of TAFE base funding upon vital support services for students experiencing disadvantage. VET is a significant pathway to engage young people in education and the workforce, notably for those who are keen to go into a trade after leaving school, those who have not remained in conventional schooling, and those who are facing disadvantage or instability at home. Their successful transition through VET has important implications for Victorias future productivity and economic growth. Without intervention, it is likely that many young Victorians will depart or no longer consider the VET system. This is because young people are more likely to be studying at junior levels or in courses that are deemed to be less valuable and are likely to receive lower subsidies, be offered at fewer locations and cost more to attend. The removal of course caps and the re-setting of concession fees are also likely to increase costs borne by students.
Who will be most affected?

The VET changes are likely to disproportionately affect those young people who are already at a disadvantage, including: young Indigenous people those who have been in the child protection or youth justice systems young people with a disability or mental health problem those who have left school early and/or have poor literacy and numeracy, and recently arrived refugees. They are also likely to hit two distinct groups: young people from rural and regional Victoria, and young women particularly those from rural and regional areas. VET students from rural and regional Victoria are more likely to be dealing with socio-economic and educational disadvantage, so tend to go into VET with relatively low levels of previous qualification and are more likely to take Certificate courses at junior levels. Access to VET is already much lower in rural and regional areas, where growth in the sector has not been as big or fast as metropolitan areas have experienced. Gender is another important element that has long affected access to and success rates in VET. Young female students especially those without a Year 12 qualification are disproportionately likely to achieve lower qualification levels and develop more limited or insecure career pathways. Young women in rural and regional areas are particularly vulnerable.
How do we build a strong future workforce?

This report provides examples of some of the many innovative local initiatives that are engaging more vulnerable young people in education and training. Local brokerage bodies have also been supporting VET, by forging strong collaborative relationships between the different players providers, schools, support services and businesses and building local expertise and capacity. Initiatives and collaborations which have demonstrated success in using VET to improve outcomes for young people should be supported and expanded. The VET changes risk exacerbating disadvantage already being experienced by vulnerable young people. However with further intervention some of these impacts could be ameliorated, and could instead provide the impetus to tackle entrenched issues. Our recommendations include calling on the Victorian Government to: Create a unique VET Equity Fund to support young people facing disadvantage to access VET and progress through vocational pathways to sustainable work Ensure strong collection and analysis of data around young peoples experiences in VET, to inform an evidence-based approach Take action to address gender equity within VET Provide clear, useful and comprehensive information to young people about their options within VET.
The Victorian policy context

From 2009, VET training in Victoria has been delivered through a demand-driven model, where government committed to provide funding for registered training for all eligible students those aged under 20 years of age, or over 20 if they were undertaking training at a foundation level or at a level higher than their existing qualification. Since then, the VET sector has grown considerably in enrolments, hours and training providers, mostly in the private sector. In 2011, around 597,000 Victorians were enrolled in VET at TAFEs, other government institutions, community providers or private providers up from 494,300 in 2009 and 520,000 in 2010.2 TAFEs received a higher hourly subsidy rate, on grounds that their delivery costs were higher and that they provided a community support role not expected of private providers. They also received direct base funding which was traditionally used to supplement staff wages (negotiated through enterprise bargaining), and to maintain facilities and regional provision. In 2012, the Victorian Government announced changes to the VET system in an effort to curb rising costs, and to target subsidies towards courses judged to deliver the greatest public and economic benefits. The changes are detailed below.
Subsidies and caps

From 2013, $1.2 billion down from $1.3 billion in 2012 will be allocated to subsidising training, with all providers (public and private) receiving the same subsidy rates. Previously, there was a cap placed on hourly fees, ensuring that providers could only charge students up to a certain rate for government-subsidised training. This cap has now been removed and providers will be free to set their own rates. Additionally, TAFEs will no longer receive funding for specific activities such as regional provision, facilities maintenance and honouring of enterprise agreement outcomes.3 Under the changes, subsidy levels to courses will vary, with five subsidy bands ranging from $210+ per hour. Weightings will be calculated according to an assessment of the value of a course to the economy in terms of jobs and productivity, and where investment is deemed necessary to stimulate certain areas of industry. Foundational and apprenticeship courses will attract higher subsidies; lower rates will apply to courses at the diploma level and above (where student loans are available), and at lower level certificates, where the direct vocational benefits are smaller.4
Hourly $ subsidy for VET coursesMean subsidy for each course area on subsidies listed in DEEDC, Refocusing Vocational Training - course subsidy Hourly $ (Based subsidy for VET courses - mean subsidy for each course area
Accommoda@on and food services Administra@ve and support services Agriculture, forestry and shing Art and recrea@on services Construc@on Educa@on and training Electricity, gas, water and waste services Financial and insurance services Founda@on skills, educa@on pathways and LOTE Health care and social assistance Informa@on technology and telecommunica@ons Manufacturing Mining Other services (includes automo@ve and beauty) Professional scien@c and technical services Public administra@on and safety Rental, hiring and real estate services Retail trade Transport, postal and warehousing Wholesale trade 0 2 4 6 $ 8 10
list, Melbourne, 2012) (Based on subsidies listed in DEECD, Refocusing Vocational Training course subsidy list, Melbourne, 2012)
12
Subsidy - $ per hour (Note: this is only an average. Varia@on exists between courses in each area, according to topic and qualica@on level.)
Student access
Changes have also been made to student eligibility and payment options. Young people in state care, or exiting it, will now be eligible for zero fee training places. Concession card holders will no longer pay a fixed concession fee; instead they will pay a concessional rate of 20 per cent of their course fees, for courses up to Certificate IV. (Diploma and advanced diploma courses are supported by income loans through the federal FEE-HELP system.) The previous practice of providing a 1.3 loading (multiplied by the per hour course subsidy rate) for any young person under 20 who did not have a Year 12 qualification has now been tightened. It will only apply to under-20s without a Year 12 qualification who are also defined as being from low socioeconomic status (SES) backgrounds. The 1.5 loading for Indigenous students will be retained, and there will be a 1.05 loading for providers delivering training to regional areas.5
Analysing the changes

A new online one-stop-shop will be provided for students to assist them to choose courses and providers thus having them vote with their feet. A market monitoring unit will be established to watch for cases of uncompetitive pricing. Industry leaders will be invited to provide feedback about critical skills, training and market responses through an Industry Skills Consultative Committee to be appointed by the Minister for Higher Education and Skills. Additional information will be gathered by the Market Facilitation and Information Division of the Department of Education and Early Childhood Development (DEECD) and specialist industry consultation teams. Teams will partner with relevant government departments to address issues that need joint action (for example, health and human services). Registered training organisations (RTOs) will be required to provide better data, in partnership with National Centre for Vocational Education Research (NCVER), to make it as useful as possible to industry, employers and students.6
10
Why consider young people?

An ageing population
Australias population will age significantly over the next 40 years, with one in four Australians aged over 65 years by 2045. Workforce participation is projected to decline from 63.5 per cent (2003-4) to 56.3 per cent (2044-45), with a corresponding decline in economic growth, while spending on health and aged care will rise significantly.7 Victorias future prosperity and capacity to afford increased health costs will rely on increasing both labour force participation and productivity.
Participation of young people

While the majority of young people in Victoria are fully engaged in education or employment, significant numbers continue to struggle. In 2012: 12.4 per cent of Victorians aged 15-19 were not engaged in full-time employment or education, with the rate higher for young women than men 12.1 per cent of Victorian school leavers were unemployed or had withdrawn from the labour market of the 15-19 year olds who were not in full-time education, only 45.7 per cent were working full time rates of part-time work and withdrawal from the labour market were higher for young women than young men the rate of unemployment and withdrawal from the labour market rises the earlier the young person leaves secondary school the unemployment rate for Victorians aged under 25 appears to be around twice that for over-25s.8 A significant proportion of young people need further support to engage productively with the labour market. Failing to do so, as an ageing population predicts an economic slow-down, could have serious long-term financial and personal costs. A strong and well-supported VET sector can play a vital role in meeting this challenge, particularly for students with a vocational passion, who come from backgrounds of socio-economic disadvantage, or who want or need an alternative to academic schooling. VET can prepare them for the workplace, connect employers and future workers, and boost literacy, numeracy and generalist skills. VET in Schools (VETiS) has been effective in retaining students in schools who would otherwise be at risk of leaving early, and encouraging students who are not headed for university to consider other options for study and work.9
11
Implications for young people

Given rates and levels of participation and subject choices, it seems likely that changes to VET subsidy levels will have a disproportionate impact upon young people. When coupled with the new concession rates and the tightening of loading allocation for the under20s, there is a strong risk that most young people studying VET will face significant cost increases and/or reduced availability of their preferred courses. For young people still in secondary school, the changes to subsidy banding will not directly affect VET in Schools (VETiS). However, it seems likely that subsidy changes will affect the capacity of institutes to deliver training in schools and the funding capacity of schools. Students may also question the value of VETiS if future pathways into VET are limited. To ensure Victoria has the workforce it needs in future and to allow young people to make the most of their lives, monitoring bodies that are set up to examine the impacts of the recent changes to the VET sector must address the specific effects on young people.
See Recommendation 1
Rates of participation
Young people make up a significant proportion 43 per cent of the VET student body in Victoria: 18.6 per cent of Year 12 graduates surveyed in 2011 went on to complete Certificates I-IV, and the rates were slightly higher for young people who left school without finishing Year 12.10 While VETiS is increasingly popular with secondary students, most young students undertake VET out of mainstream school settings.11
Percentage of Victorian Percentage of Victorian VETVET students,students, by age by age

(NCVER, Atlas of Australian Public VET, Victorian data set, 2011) Victorian data set, 2011)
(From NCVER, Atlas of Australian Public VET,
43% 57%
Students aged 25 and over
Students aged under 25
12
Percentage of Victorian VET Percentage students, by ageof Victorian VET students, by age (NCVER, Atlas of Australian Public VET,
VET, Victorian data set, 2011)
0% 24% 1% 2% 10%
(From NCVER, Atlas of Australian Public Victorian data set, 2011)
16%
19% 17% 11% 65 years and over 50-59 years 30-39 years 20-24 years 14 years and under 60-64 years 40-49 years 25-29 years 15-19 years
Number of Victorian VET students students aged 15-19 years aged 1519 years (2010) (2010)
Number of Victorian VET
(NCVER, Australian Vocational Education (NCVER, Australian Vocational Education and and Training Statistics: VET in Schools Training Statistics: VET in Schools 2010, Table 1: Table 1: Number of VET and in Schools 2010, Number of VET in Schools Students 15-19 year Students and 15-19 year old VET students, old VET students, Victoria, 2006-2010) Victoria 2006-2010, Commonwealth Gov
VET students aged 15-19 undertaking VET in Schools
46,500
VET students aged 15-19 (overall)
123,700
40,000 80,000 120,000
Number of Victorian VET students aged 15-19 years (2010)
13
Level of participation
The majority of VET students aged under 25 were enrolled at a Certificate I-III level in 2011, compared to a minority of over 25s, and young people were less likely than their older peers to be enrolled at a Certificate IV or Diploma level.12 While students may proceed to a higher level course later in life, the employment prospects for those who do not can be poor. In Victorias rapidly changing economy, employees are increasingly expected to have higher levels of qualification and flexible and adaptable skills.
Students undertaking Certificate (NCVER, Australian Vocational Education I III Certificate I - III
Students undertaking Stud ents undertaking Certificate I - III
and Training Statistics: Students and Australian Vocational Education (NCVER, (NCVER, Australian Vocational Education and Training Courses 2011 , Victorian data set) Training Statistics: Students and data set) Statistics:and Students and Courses 2011, Victorian Courses 2011, Victorian data set)
Students aged under 25 Students years aged under 25 65 65 43 43 39.8 40 0 0 39.8 50 % 50 100 100
years Students aged 25 - 44 years Students aged 25 - 44 years Students aged 45-64 years Students aged 45-64 years
% % of students in these age groups undertaking Cer@cate I - III % of students in these age groups undertaking Cer@cate I - III
Victorian VETby students, by age study level Victorian VET students, age group andgroup studyand level
(NCVER, Australian Vocational Education and Training Statistics: Students and (NCVER, Australian Vocational Education and Training Statistics: Students Courses 2011, Victorian data set) and Courses 2011, Victorian data set)
3.3 Students aged under 25 years 9.9 3.9 Students aged 25-44 years 12.8 21.8
39.9
11.1 15.5 21.5
28
4.5 Students aged 45-65 years
11.6 12.3 20.6 20 %
23.7
10
15
25
30
35
40
45
Cer:cate I
Cer:cate II
Cer:cate III
Cer:cate IV
Diploma
14
Study pathways
Young people are more likely than their older peers to be studying in a number of the areas now vulnerable to lower subsidies, such as food services, administration and support services, financial and insurance services, and sports and recreation.13 For a number of reasons, young people may not make the best decisions about study and work options, which can put them at risk later. VET practitioners have expressed concern that many secondary students interested in pursuing VET are poorly informed about labour market conditions, work pathways, and how much vocational study they will need to forge a viable career.14 Many students and parents seem under the impression that school-based qualifications will be enough to guarantee secure employment after Year 12, which is rarely the case.15 Young people who are unable to achieve meaningful qualifications or training are at risk of poor economic, social and family outcomes, and lost opportunities to contribute to the wider community.
undertaking a VET qualification in food, and StudentsStudents undertaking a VET qualification in food, hospitality personal serviceshospitality and personal services
(NCVER, Australian Vocational Education and Training (NCVER, Australian Vocational Education and Training Statistics: StudentsStatistics: and Courses 2011, Students and Courses 2011, Victorian data set) Victorian data set)
Students aged under 25 years
15.8
Students aged 25-44 years
Students aged 45-64 years 0 2 4 6
7.1 8 % 10 12 14 16 18
% of students in each age group undertaking VET in food, hospitality and personal services
15
Places of study
The recent changes to Victorian VET have been explained as a response to the large and unsustainable growth of the sector. However that response should pay attention to regional differences, and not treat metropolitan experiences as the norm. Data released by Skills Victoria showed that while enrolments at private providers increased in all regions between 2008-2011 (except in Gippsland), the rate of growth was slower in all non-metropolitan regions, except Barwon. The majority of enrolments in private Registered Training Organisations (RTOs) in Victoria are metropolitan-based.16 See Recommendation 1
Government funded enrolments at Government funded enrolments private in Victoria atRTOs private RTOs in Victoria
(Skills Victoria, Victorian Training Market Quarterly (Skills Victoria, Victorian Training Market Report Q1, 2012, p.26) Report Q1, Quarterly 2012, p.26)
19%
81% Melbourne regions Regions outside of Melbourne
Enrolments at different provider Enrolments per regionper at region different provider types types (Skills Victoria, DEECD, Victorian Training Market Quarterly Report, Q1 2012,
Barwon South West Grampians Loddon Mallee Hume Gippsland Eastern Metro Western Metro Southern Metro Northern Metro 0 10
7.4 39.7 10.5 13.1 31.6 49.7 55.3 16.6 15 12.3 18.2 29.6 37.4 41.1 43.7 53
(Skills Victoria, DEECD, Victorian Training Market2012, Quarterly Melbourne, p.26) Report, Q1 2012, Melbourne, 2012, p.26)
17.4 21.6
39.7
66.8 67.9
19.8 33 33.6 55.9
11.1
59
20
30
40 %
50
60 TAFE
70 Private ACE
80
16
Vulnerable groups
A number of groups of people already face particular risk of disadvantage within the VET system. They include: students with low levels of literacy and numeracy Indigenous people women students who live in rural, regional or remote areas, or communities with high concentration of socio-economic disadvantage students living on low incomes students living with a disability or mental illness students in the criminal justice system students from non-English-speaking backgrounds, especially recently arrived refugees early school leavers students who lack adequate transport students who have had unsatisfactory experiences of education in the past, or who lack social or cultural connection to TAFE staff students who lack a supportive home environment, or who are the first members of their family to undertake post-compulsory education young people aged 15 or younger who are excluded or disengaged from school but are too young to access the usual alternatives of apprenticeships, traineeships and other postschool programs.17 Students from disadvantaged backgrounds are also more likely to experience literacy and numeracy difficulties. Currently VET functions as a pathway for many people whose learning difficulties were not dealt with adequately in schools.20 It is therefore unsurprising that students from disadvantaged socio-economic backgrounds have tended to be over-represented in junior level VET qualifications such as Certificate I-II, and under-represented at diploma level and higher. There are also indications that young people facing the very highest degrees of disadvantage have trouble accessing VET even at junior levels.21 It may be assumed that private providers, lacking the base funding that TAFEs used to attract, are less likely on the whole to provide strong support for equity approaches. Here, the work of community brokerage bodies can be especially significant, as this report demonstrates in later chapters. See Recommendations 2, 3 and 4
The biggest problems faced by young students aged 15-19 concern housing, financial support, drugs and alcohol, justice and legal issues, and physical and mental health.18 To address these issues, engagement between TAFEs and outside support bodies has been found to be very important however, levels of institutional support for inclusiveness strategies were found to vary a great deal between TAFEs.19
Victorias Local Learning and Employment Networks (LLENs) have observed that around 50 per cent of VET in Schools subjects chosen by Aboriginal students between 2007-11 have fallen into areas that will now be subsidised at the lowest two band levels, in recreation, retail, hospitality and business services. This raises concerns about the future cost to schools using VETiS to maintain engagement with Indigenous students, the costs to students undertaking similar study outside of schools, and/or the potential loss of these pathways to re-engagement.
Goulburn Murray LLEN, Potential Impact of Vocational Training Reforms on Schools, 2012; North Central LLEN, Refocusing VET, 2012
17
Victorian Indigenous and non-Indigenous young people undertaking Victorian Indigenous and Non-Indigenous young people vocational study and training undertaking vocational study and training
(DEECD, State of Victorias Children 2009: Children Aboriginal Children and Young People in Victoria , Melbourne, (DEECD, State of Victoria's 2009: Aboriginal Children and Young 2010, p.247) People in Victoria, Melbourne, 2010, p.247)
4.7
Indigenous Year 12 completers Indigenous early school leavers Non-indigenous Year 12 completers Non-indigenous early school leavers 0 5
6.5
8.6 8.4
16.1 22.9
1.5 3.3 3.7 3.8 5.4 5 12.6
16.8
14.6 31.3
10
15 %
20
25
30
35
Traineeship
ApprenEceship
CerEcate I-III
CerEcate IV
It is important that students facing disadvantage do not become stuck in cycles of junior level study without strong career prospects at the end. However, this does not mean that junior courses should simply be reduced in favour of Certificate IV and above. Certificate I-II programs, if well delivered, can play an important role in engaging individuals who have been marginalised from school and employment, and who may not have the skills or capacity to study at a more senior level. When delivered effectively, junior qualifications may lead to higher level study later. Furthermore, for students facing serious disadvantage, re-engagement with education and improved quality of life can be positive outcomes in themselves.22
In light of this, there is concern about the decision to reduce subsidies for many junior courses. When coupled with the removal of caps for concession fees, this seems likely to have disproportionately negative effects on Victorias most disadvantaged students. Monitoring the impact of the changes provides an important opportunity to re-evaluate how student disadvantage is defined, and how best to support vulnerable students. The monitoring should also specifically assess the impact of the changes on vulnerable groups and lead to a commitment to address any subsequent inequity.
18
Implications for rural and regional Victoria

Changes to VET have particular relevance to rural and regional communities in Victoria because of: the significant uptake of VET in rural and regional areas the higher levels of disadvantage faced by rural and regional VET students the different forms VET can take in rural and regional areas, and limited rural and regional access to VET options. Uptake of VETiS is particularly high in rural and regional Victoria, with over 40 per cent of VETiS students, living outside of major cities. Around 34 per cent of general VET students live in rural or regional areas.23 Meanwhile, some VET students relocate in order to study, so changes to metropolitan VET provision are also likely to affect rural and regional students. A longitudinal survey of Year 12 completers who deferred an offer of higher study noted that approximately 60 per cent of the non-metropolitan students who later went on to attend a VET institute did so at a metropolitan campus.24 Compared to their metropolitan peers, rural and regional students tend to go into VET with lower levels of previous qualifications, including being more likely to report Year 9 or 10 as their highest previous qualification.25 As around 208,430 Victorian VET students do not live in Melbourne, the concerns of the rural and regional sector warrant closer consideration.26
Victorian VET enrolments Victorian VET enrolments by student residential address %% by student residential address
2011, Victorian data set)
0% 0% 3% 7%
(NCVER, Australian Vocational Education and (NCVER, Australian Vocational Education and Training Training Statistics: Students and Courses Statistics: Students and Courses 2011, Victorian data set)
0%
27%
63%
Not known Remote Major ci@es
Overseas
Very remote
Outer regional Inner regional
19
Rural disadvantage
Disadvantage in relation to VET is, in part, a geographical issue. Rural and regional young people and their families face a greater risk of financial disadvantage than their metropolitan peers, and are less likely to be able to afford high educational costs. The median weekly income for families with adolescent children (both dual- and single-parent families) is lower in rural Victoria than the state average.27 The Australian Bureau of Statistics Socio-Economic Indexes for Areas (SEIFA) identifies comparative levels of advantage and disadvantage in relation to factors such as income, educational attainment, employment levels, and proportions of workforce in relatively unskilled occupations. Out of Victorias 79 local government areas, 14 of the LGAs ranked in the bottom 20 are rural or regional.28 Fewer rural and regional Year 12 graduates go on to study at university than their metropolitan peers and more will defer a university, TAFE or other higher education offer 15.5 per cent, compared to 8.4 per cent. This decision is commonly made for financial reasons.29 Whether they are studying in a metropolitan or regional centre, or a rural location, transport is often highlighted as an obstacle for rural and regional students, especially those aged under 18.
Destinations of Year 12 graduates percentage Destinations of Year 12 by graduates by percentage

(Using DEECD On Track data 2011) (Using DEECD On Track
Not in educa<on, training or work Looking for work Part <me work Full <me work Traineeship Appren<ceship Cert IIII Cert IV+ Bachelor degree 0 10 20 30 40 50 60
data 2011)
Non-metro Year 12 leavers
Metro Year 12 leavers
20
Rural and regional communities also tend to return poorer than average education results during the school years, including: lower results for reading, writing and numeracy in years 5, 7 and 9 lower rates of retention of Year 10 students through to Year 12 fewer 19 year olds who have completed Year 12 or equivalent. Additionally, young people in rural and regional areas are less likely than the state average to have parents with Year 12 or equivalent qualifications increasing the young persons own likelihood of poor educational outcomes.30
Victorians aged 19 years who had Victorians aged 19 years who completed Year 12 or Year equivalent had completed 12 or in 2009 equivalent in 2009
82 80 78 76 % 74 72 70 68 66 64
W h-
(DEECD,(DEECD Community Adolescent Profile Series, Community Adolescent Profile2010) Series, 2010)
76.6 70.4 72.1 79.8 74.9 70.7
nd
e al le Vi ct or ia (a
an
sla
Hu
pi
ut
am
pp
So
Gr
on
Proportions of Victorian VET students per district, by highest Proportions of Victorian VET students previous level per district, byqualification highest previous
(NCVER, Atlas of Australian Public VET, qualification level Commonwealth of Australia, 2011. Excludes
(NCVER, Atlas of Australian Public VET, 2011. Excludes VET in Schools where delivery is undertaken VET in Schools where delivery is undertaken by schools.) by schools.)
35 30 25 20 % 15 10 5 0
igh
17.5 19.8 17.3 16.8 18.3 14.5 16.5 16 16.8 17.2 12.8
Ba
rw
Young people aged 19 years who had completed Year 12 or equivalent in 2009
10.6 12.8 10.3 11.9 13.2 8.6 10.4 9.8 15.2 11.3 8
Ce nt ra
la nd M s al l Lo ee dd W o im n m Go era ul bu W es Ba rn te rw rn o D n i Gi stric Ea pp t st G sla Ov ipp nd en sla s M nd M urr el ay bo ur ne
l H
Year 9 or lower
Year 10
Lo
dd
on
Gi
ve
ra
ge
es
21
Families of adolescent children Families of adolescent children in in Victoria where parents had Victoriannot where parents had not attained Year 12 or attained Year 12 or equivalent equivalent
series, 2010)
47.2 60 50 40 % 30 20 10 0 17.5 18.6 19.5 19.4 19.5 46.6 47.6 47.2 47.8
(DEECD, Community Adolescent Profile Series, 2010) (DEECD Community Adolescent Profile
41.3
15.2
Young people living in rural and regional areas are also more likely than metropolitan young people to go from secondary school straight into apprenticeships, traineeships or employment.31 However, there is an important gender difference, with rural young men more likely to proceed into full-time work and rural young women into part-time work. Young men are far more likely to take up an apprenticeship; young women, a traineeship. Unemployment is a disproportionate risk for rural and regional Year 12 graduates of both sexes, and the risk is greater for young people who did not complete Year 12.32 In view of the higher risk of unemployment, vocational pathways are especially important for young people in rural and regional areas, and young women in these communities are disproportionately likely to go into VET at junior Certificate levels. Thus, the impact of recent subsidy changes will vary in different parts of Victoria. Increased subsidies for VET at apprenticeship levels may have particular benefits for some rural students, but rural students may also experience the reductions to junior qualification courses as especially harmful.
e le al M Vi
es
nd
an
sla
Hu
pi
h-
am
pp
ut
Gi
Gr
So
Ba r
w on
Dual-parent families where both parents had not aIained Year 12 or equivalent Single-parent families where parent had not aIained Year 12 or equivalent
Lo d
do
ct
or
ia
See Recommendations 1 and 5
22
Pathways for Victorian Year 12 leavers, excluding Bachelor degrees degrees

DEECD, On Track data (2011)
Cer>cate IV Cer>cate I-III Appren>ceship Traineeship Full >me work Part >me work Looking for work NILFET 0
0.5 0.8 0.9 0.9 3.3 4.6 4.3 5.4 2.1 1.1 1.7 2.6 5.4 6.1 8.4 9.5 4.6 3.6 3.7 6.1 4.7 8.2 7.7 15 14.4 9.8 14.4
Pathways for Victorian Year 12 leavers, excluding Bachelor from DEECD On Track data (2011)
9.5 10.1 15.2
16.5
18.4
10 %
12
14
16
18
20
% of rural / regional male pathways % of metro male pathways
% of rural / regional female pathways % of metro female pathways
Regional impacts
The full impacts of the recent changes to VET will not become clear for several months, at least. However, changes apparent to date have already caused consternation. These changes include: Gippsland TAFE: 80 per cent of its courses affected, at least 20 programs cut, and student fees predicted to rise significantly Advance TAFE (also in Gippsland): expects to phase out 36 courses, as well as eight of its campuses, outreach centres and offices in Yarram, Heyfield, Orbost, Swifts Creek and Mallacoota, and its training restaurant in Sale33 Bendigo TAFE: closed its Kyneton campus and predicted the loss of 39 courses34 The Wodonga Institute of TAFE: predicted 50 courses will go35 Sunraysia TAFE: does not expect to drop courses, but 26 positions will be lost, delivery methods will change and partnerships may have to be formed with other providers.36 More generally, concerns have been raised as to how TAFEs, with their base funding removed, will be able to provide additional services such as libraries, student support and childcare. In rural areas, other support options are often more limited.37 Further attention should also be paid to how workforce demand varies in different regional markets. For example, statewide Victorian enrolments in hospitality and related courses exceed the demand for employees. However, some regional areas such as Bass Coast and East Gippsland depend heavily on the tourism industry, with local small businesses relying on the VET sector for young trained employees. It is unclear how VET reform aligns, at present, with the regional strategic and growth plans which have been developed through collaborations between Victorian state and local authorities, industry and community groups, and which outline priorities for commerce, employment, industry and infrastructure in regional communities.
23
Implications for young women

Particular concerns have been raised about gender equity in VET. The vocational education sector has a long history of female and male students being concentrated in different courses, with many women studying in areas that are more likely to lead to casual and poorly paid jobs. Young women in rural Victoria who do not go to university are disproportionately vulnerable to poor financial outcomes, and there is a danger that the recent changes to the Victorian system will make the situation worse. It is important that the gendered impacts of the VET changes are monitored and any resulting inequalities addressed. Given the rising expectations about young peoples qualifications when entering the workforce, and the fact that VET providers receive considerable public funding, it is important to ensure the VET sector is accessible to all.
See Recommendations 7, 8 and 9
Gender disadvantage
Young Australian women who leave school before completing Year 12 are less likely than young men to be fully engaged in training, education or work in their first year after leaving school.38 Young women in rural and regional Victoria are particularly at risk. The reduction in VET subsidies for courses operating at a Certificate I-III level is likely to affect young people differently according to gender and region. Amongst early school leavers, the uptake of apprenticeships is clearly differentiated along gender lines, with young men (especially in rural and regional areas) far more likely than young women to take up this option. Meanwhile, young women who leave school without completing Year 12 are more likely than young men to go into traineeships, again particularly if they live in rural and regional Victoria. Young women in rural and regional areas who leave school early are particularly likely to work part time work and more likely than young men to be out of work.39 Young women in rural and regional Victoria who do not have a Year 12 qualification are less likely than metropolitan young women (though more likely than young men in rural and regional areas) to undertake Certificate IV, and more likely to undertake Certificate I-III. As the new subsidy system tends to increase support to apprenticeship-level study, while decreasing it to many lower level Certificate courses, it seems that young women in rural and regional Victoria are more likely than other cohorts (including their local male peers) to be disadvantaged by the VET changes. This disadvantage is likely to be exacerbated by gender disparity in students subject choices. Most industry sectors show a significant gender imbalance in their VET enrolments (see tables following). This is problematic in itself, but it also means that lower subsidies for particular course areas for example, commerce and hospitality will affect female and male students differently.
24
Pathways for early schoolfor leavers Victoria Pathways early in school leavers in Victoria
DEECD, On Track data (2011)
3.7
from DEECD On Track data (2011)
Cer>cate IV Cer>cate I-III Appren>ceship Traineeship Full >me work Part >me work Looking for work NILFET 0
7.3 5.8 7
11.2 12.7 11.6 20.6 17.6 47.9 36.7
5.2 2.9
8.9 9.1 7.6 12.6 9.8 11.9 10.3 8.6 10.8 12.6
% of rural / regional male pathways % of rural / regional female pathways
18.4 16.4 17.4 16.4 19.5
% of metro male pathways % of metro female pathways
2.3 2.8
5.9 8.6
10
20
30 %
40
50
60
Victorian VET subject areas female and male choices Victorian VET subject areas female and male choices
(NCVER, Australian Vocational Education and Training Students and data set. (NCVER, Australian Vocational Education and Training Statistics: StudentsStatistics: and Courses 2011, Victorian Courses 2011, Victorian data set. No age breakdown supplied.) No age breakdown supplied.)
Subject only - no eld of educa@on Mixed eld programs Food, hospitality and personal services Crea@ve arts Society and culture Management and commerce Educa@on Health Agriculture, environmental and related Architecture and building Engineering and related technologies Informa@on technology Natural and physical sciences 0
0.6 1.4 0.5 0.2 1 1.9 3 2.1 4.7 5.8 4.2 12.9 29 8.5 3.2 2.2 2.3 6.1 9 7.6 8.3
15
6.9
17.1 16.6 29.8
% of female VET enrolments % of male VET enrolments
10
15 %
20
25
30
35
25
The Goulburn Murray LLEN has noted that four of the top six VETiS options chosen by Victorian female students are in areas likely to be adversely affected by subsidy changes. Three of the top six options chosen by male students are likely to be adversely affected.
Goulburn Murray LLEN, Potential Impact of Vocational Training Reforms on Schools, 2012. See also North Central LLEN, Refocusing VET, 2012
While more research is needed, factors which contribute to women moving successfully into manual trades that have been traditionally dominated by men can include: support from employers through active equal opportunities policies pre-apprenticeship courses focused on basic skills and confidence building qualifications offered through VET institutes (not just through industry employers) which then enable women to set up independently in the trades training structures which employ at least one female trainer per course clustering female recruits together for support.43 The refocusing of VET provides an opportunity to review the different outcomes of vocational study for young men and women, and to reduce any gaps between them.
These disparities must be addressed. It cannot be assumed that female students will adjust their choices according to industry demand and subsidy levels recent industry shortages in male-dominated trades have not been met by a corresponding uptake by women to meet this need.40 A gender blind approach cannot work while young women continue to be encouraged by teachers, peers, family and the media into industries which offer low wages and casual conditions. Studies indicate that girls on VET pathways tend to choose traditionally feminised professions on grounds of what they know themselves to be good at and what they are interested in, while often being perilously ignorant about pay, job availability, conditions and career paths.41 Levels of discrimination in workplace and training settings also prevent female students from moving into non-traditional trade areas.42
See Recommendations 7, 8 and 9
26
How to create a strong future workforce

The Victorian Government has an important role to play addressing productivity and building pathways to young peoples employment. Already some new possibilities for the VET sector are being developed at an institutional level. One model has begun to emerge via the new Menzies Alliance between the University of Ballarat and the six TAFE colleges in Bendigo, Ballarat, Sunraysia, Wodonga, and Gippsland (which together cover 80 per cent of regional TAFE delivery.) They are proposing close collaboration, assisted with $25.8 million in funding from the Commonwealth Government to assist students in regional Victoria to obtain degrees.44 Further details have yet to be announced. Additional possibilities have been suggested by the Victorian Governments $20 million Regional Partnerships Facilitation Fund, which is intended to promote alliances between higher education institutions and VET organisations, to support a better range of higher education programs in regional Victoria, with the aim of enabling more students to study locally.45 The Victorian Government also needs to specifically address the challenge of creating pathways to employment for young people who are at risk of disengagement. The current approach of a subsidy loading, while valuable, will not be adequate to drive the reforms and initiatives necessary to markedly increase workforce participation and skill levels among this cohort. Here, there are four key areas for action: data collection and analysis resources to deliver equity outcomes reform to address gender inequity targetted provision of information for young people, families and educators.
27
Data collection and analysis

Monitoring systems to measure the progress of the VET sector in Victoria should recognise young people as a critical group likely to be affected by the recent changes, who engage with VET in particular ways, and who are more vulnerable to various forms of disadvantage. Monitoring bodies should work with relevant government departments to measure changes in relation to young people in: enrolment numbers retention and completion rates chosen subject areas Certificate levels locations of study, including how many are leaving their original communities deferment rates. Data should be disaggregated according to gender, region, socio-economic status, disability, and Indigenous or CALD background. At present, the Victorian Training Market Reports contain valuable data about enrolments and completions for students according to Indigenous, CALD and disability status (age groups not specified), as well as general student enrolment numbers by age group, enrolments for 15-19 year olds who have not completed a Year 12 qualification, and enrolments by provider type and region. This information could be enhanced by: disaggregating the data according to gender providing more information about outcomes for students undertaking VETiS (or comparing outcomes for 15-19 year old students undertaking VET inside and outside of mainstream secondary schools) including further information about retention, completions and subsequent employment outcomes, especially if these could be broken down according to region specifying targets for VET attainment for students who are at risk of disadvantage, and measuring how well these are being met. (These might be adapted from the KPIs concerning attainment rates set out in Victorias implementation plan for the National Youth Partnership Requirement.)
Directly measure the impact of VET reform on young people, particularly those who are already at a disadvantage, by disaggregating VET outcomes and employment pathways data according to age, gender, region, socio-economic status, disability, and Indigenous or CALD background. Attention should also be paid to the progress of young people studying through VETiS. Key performance indicators for VET attainment should be specified, and progress made publically available.
28
Resources to deliver equity outcomes

In recognition of the negative impact that youth unemployment has on individuals, the community and the economy, it is crucial to ensure young people at risk of disengagement are well supported to access VET and progress into a career. Historically, resources have been indirectly invested in equity programs through base funding provided to TAFEs. While this enabled important services, such as counselling and childcare to be delivered in many locations, it did not ensure the allocation of a consistent proportion of these resources to equity, that important services were consistently available, or that they were uniformly of a high quality. A more targeted approach directly resourcing the desired equity outcomes for young people at risk of disengaging or who have disengaged would inevitably be a more efficient and effective use of limited resources. This could be achieved by the creation of a competitive VET equity engagement fund that resourced programs that met best practice guidelines for achieving outcomes with at risk students. By creating a tender process open to both private and public VET providers, as well as youth service delivery organisations and partnership brokers such as the Local Learning and Employment Networks, the fund would foster innovation, collaboration and partnerships, as well as best practice. Common sense mechanisms could be built into the process to reward success, such as only awarding second round tenders to organisations or consortiums that successfully delivered pathways to disadvantaged young people. Indicators of successful delivery might include improvements in: VET participation by those previously disengaged from formal learning participation in VET at higher qualification levels (Certificate III and above) completion rates transitions to sustainable work transitions to higher-level learning quality of life, self confidence, and community participation reduced rates of arrest / imprisonment literacy, numeracy, English and problem-solving skills participation by students in program design, delivery and evaluation. KPIs could also be adapted from many of the Elements of Quality Programs listed by DEECD in relation to reengagement programs for school students.46
Create a competitive VET equity engagement fund to resource programs that can demonstrate they will achieve outcomes with at risk students.
29
The value of existing programs that support linkages between students, training providers, schools, businesses and community support services should also be retained.
Resource local partnership creation by investing in existing local brokerage bodies (such as Local Learning and Employment Networks) that foster strong relationships between students, training providers, schools, businesses and community support services.
Better outcomes could be achieved through better coordination of existing education and support services. Valuable work is already underway to trial approaches that will strengthen more integrated service delivery through the Youth Partnerships pilots. However, decisions will need to be made to embed these learnings into Victorias governance and service planning architecture. Note: YACVic and VCOSS will publish a report addressing these issues in 2013.
Develop governance and decision processes that are focussed on achieving better outcomes from investment in both government and non-government education and support services for young people.
For many young people, particularly in rural and regional Victoria, being unable to get to VET programs presents a serious impediment to participation. Even school age young people participating in VET are denied access to school buses.
Improve transport access to VET programs, particularly in rural and regional Victoria, including by requiring school buses to transport VET students.
30
Provision of information
Young people, their parents and teachers should be provided with better, up-to-date information about VET and career options, including by augmenting the Victorian Governments forthcoming one stop shop website with further, face-to-face options, such as Try a Trade days, taster programs, Young Trade Ambassadors programs, career expos, and targeted information sessions. Regional Careers Development Officers, who already work with schools and VET providers to drive system improvement, could play an important role in supporting these developments at a local level. Topics to be addressed should include: the effects of recent subsidy changes qualifications required for different careers the need for professional development during ones working life pay, conditions, and likelihood of full-time, parttime and casual work in different industries opportunities in new and emerging industries (such as green industries) superannuation and retirement savings where to go for support when things go wrong at work, including dealing with bullying and harassment. Information should be targeted to those students who tend to engage with VET at more junior levels (or on more precarious pathways), including young women, students from low socio-economic backgrounds, Indigenous students, and those disengaged from conventional schooling.
Provide young people, their parents and teachers with increased, up-to-date information about VET and career options, and more taster opportunities to help them make informed choices.
31
Reform to address gender inequity

The drivers of the differences in young women and young mens engagement in VET are complex and will require systemic reform and cultural change, in addition to specific programs to engage young women in non-traditional industry areas, to achieve change. New and emerging industries (such as green industries) should be promoted as career options for young women, to ensure they do not quickly become stereotyped as male industries (as was the case, for example, with the information and communication technology (ICT) sector in the 1990s).
7 8 9
Include representatives with expertise in gender equity on VET monitoring and advisory bodies. Promote new and emerging industries (such as green industries) as career options for young women. Invest in VET programs and initiatives which effectively engage and retain female students in non-traditional industry areas (particularly where there is a demonstrated skill shortage); successfully promote active equal opportunities approaches to local businesses; and celebrate gender equity achievements.
32
Recommendations
Data collection and analysis
Directly measure the impact of VET reform on young people, particularly those who are already at a disadvantage, by disaggregating VET outcomes and employment pathways data according to age, gender, region, socio-economic status, disability, and Indigenous or CALD background. Attention should also be paid to the progress of young people studying through VETiS. Key performance indicators for VET attainment should be specified, and progress made publically available.
Resources to deliver equity outcomes
2 3 4 5
Create a competitive VET equity engagement fund to resource programs that can demonstrate they will achieve outcomes with at risk students. Resource local partnership creation by investing in existing local brokerage bodies (such as Local Learning and Employment Networks) that foster strong relationships between students, training providers, schools, businesses and community support services. Develop governance and decision processes that are focussed on achieving better outcomes from investment in both government and non-government education and support services for young people. Improve transport access to VET programs, particularly in rural and regional Victoria, including by requiring school buses to transport VET students.
33
Provision of information
Provide young people, their parents and teachers with increased, up-to-date information about VET and career options, and more taster opportunities to help them make informed choices.
Reform to address gender inequity
7 8 9
Include representatives with expertise in gender equity on VET monitoring and advisory bodies. Promote new and emerging industries (such as green industries) as career options for young women. Invest in VET programs and initiatives which: effectively engage and retain female students in non-traditional industry areas (particularly where there is a demonstrated skill shortage) successfully promote active equal opportunities approaches to local businesses, and celebrate gender equity achievements.
34
Examples of VET provision in rural and regional Victoria for young people facing disadvantage
UB Tec (University of Ballarat, Technical Education Centre)
UB Tec provides an alternative for senior secondary students in Ballarat, offering accredited hands-on training for young people aged 15-19 in a supported adult learning environment. In 2012, 154 students were enrolled, with a balanced gender ratio. Study options include: Certificate I and II in General Education for Adults, which develops literacy, numeracy and generalist skills, plus Certificate I in Vocational Preparation, Victorian Certificate of Applied Learning (VCAL) at an Intermediate level, with a Certificate II or III in an area such as automotive, media, community services, plumbing, hair and beauty, construction, hospitality, health, or engineering. Senior level VCAL, with the option of completing another Certificate II or III. While VET in Schools is popular with secondary students in Ballarat, UB Tec grew out of the need to offer an alternative in a TAFE setting. Early school leaving has been recognised as a particular concern in the Grampians, especially at a Year 10 level. While many students who enrol at UB Tec are already enthusiastic about learning a trade, it is common for them to report that they did not enjoy conventional schooling. The most common reason students give for choosing UB Tec is a wish to get a job soon. When asked what they like about studying at UB Tec, students tend to highlight good relationships with teachers and an atmosphere of flexibility and respect, as well as work undertaken at a level with which they can cope. The forms of support provided range from a Wednesday Breakfast Club, to increase students knowledge of nutrition, to a pilot program for young people from out-of-home care. The findings of this pilot are being compiled into a good practice guide, due for release soon. Key issues include the need of these students for small class sizes (10 at most), and for teachers trained to deal with the impacts of childhood trauma. When working with students facing disadvantage, it is important to recognise small steps towards progress, and to acknowledge that school is not the first priority for a young person struggling to find safe, secure housing or deal with turmoil at home. They need to be able to learn in an environment that is stable and supportive, and where they can maintain consistent relationships with staff (keeping in mind that many of their relationships with adults in the past have been fleeting or unstable). It is also important that staff have enough opportunities to debrief, share expertise and undergo professional development because they will be on the front line when issues arise in class, even though students may be supported by outside social services. This makes the loss of TAFE base funding a big concern for this institution. As of next year, UB Tec students may no longer have access to a counselling service, and reduced management and staff hours will mean less ability to manage the impact of personal issues on students capacity to engage in vocational education and training. For regional institutes, transport also presents challenges. Some students come to UB Tec from smaller rural communities like Ballan and Bacchus Marsh, but most are too young to drive and do not have guaranteed access to school buses. Another priority area should be providing students with more diverse vocational experiences. VCAL students are limited in the number of Certificate courses in which they can enrol, due to the maximum training funded by Government (referred to as the two-course rule), and this increases the risk of disengagement for those who select an area which turns out to be unsuitable. New students often have little prior experience of the trades and would benefit from more opportunities for taster courses and early experiences of VET during their schooling.
35
The McAuley Champagnat Programme

(Notre Dame College), Shepparton
The McAuley Champagnat Programme (MCP) is an innovative educational program offered by Notre Dame College for secondary-age students in the Greater Shepparton area who are disengaged from conventional schooling and whose needs are not being met by mainstream providers. This program was developed in 2006, in partnership between the Catholic Education Office of the Sandhurst Diocese, government and non-government schools, Salvation Armys Brayton Youth and Family Services, Juvenile Justice, the Victorian Aboriginal Education Association Inc and other Indigenous organisations. It followed intensive work done by the Goulburn Murray LLEN and their networks, which identified the need for a program for young people who were out of the education system (in some cases, since primary school) and unable to re-enter due to age or behavioural records. Strong community partnerships with services and training providers have been important to the success of MCP. At present, MCP has 62 students, 30 per cent of whom are Indigenous. Students come to the program with complex and multiple needs. Common barriers include learning difficulties, behavioural problems, severe anxiety, poverty, unsafe housing or homelessness, and a history as victims of crime, abuse or neglect. This makes it very difficult for them to complete their education. MCP has a strong welfare focus and an emphasis on hands-on and vocational training in small teams. MCP students undertake competency based training within the Certificate of Education for Adults. Certificate I-II qualifications are also undertaken in areas such as hospitality, beauty and hairdressing, and VCAL is offered where suitable. About a quarter of students go on to re-enter mainstream schooling; others move to pre-apprenticeship programs, employment, TAFE or VCAL settings. Many students find adult learning environments preferable to going back to a conventional school; others have graduated from Year 12 VCAL, and found it a significant milestone. Students work in teams of up to a dozen, and learn strategies to combat depression, self-harm, anger, and the results of abuse or drug and alcohol use. There is a strong emphasis on enhancing literacy and numeracy the vast majority of students are behind their age group average with a real-life focus, for example, renting a property, mobile phone contracts, or applying for jobs. Students are assisted by a detailed induction process, individualised flexible learning, support workers in the classroom, elders visits and cultural activities, and a breakfast and lunch program. Help with transport is also available: a bus service for students who live in Shepparton, and collection from the train/bus interchange for those coming from out of town. Some students travel long distances to attend, from smaller communities such as Kyabram, Euroa, Nagambie and Numurka. The cost of VET delivery is one challenge, as VETspecific funding is not available for Year 9 students. Concerns also exist in the community about the future of VET in general. Local RTOs which often help to train students to become work-ready will be affected by new funding arrangements in ways that are yet to become clear. While students on conventional trade pathways may find stronger opportunities opening up for them, for those who are unwilling or unable to go into a trade (preferring, for example, business or ICT), the future seems uncertain.
36
Networks and partnerships, Goulburn Murray region

In communities undergoing significant social, environmental and economic change, strong VET options and local partnerships can take on particular importance. One such example is the Goulburn Murray district, in northern Victoria. Residents of this region have been dealing with major changes in recent years, including drought, bushfires, industrial restructuring, and disputes over water sustainability and biodiversity. Some communities have ageing populations, as young people move away to larger centres; others have growing migrant and refugee communities from Iraqi, Afghani and African backgrounds. A number of residents are struggling with problems to do with the future of local farming, rising unemployment, stress and mental health issues (related to economic changes), the impacts of low socio-economic status on young peoples aspirations, and, in the case of many migrant families, complexities between parents high hopes for their children and the challenges of settling in rural Australia. Under these circumstances, it is particularly important to ensure all partners in the education and training sectors are communicating and working well together, and that work is driven by relevant local data and evidence-based strategic planning. Partnerships between schools, industry and community and health sectors need to be facilitated and supported; although keen to take part, the providers do not have the capacity to manage the partnerships. In recent years a significant part of the work of brokerage bodies like the Local Learning and Employment Networks (LLEN) has been to facilitate the growth of VET and VCAL networks. The Goulburn Murray Local Learning and Employment Network (GMLLEN) has played an important role in its region. Contributions have included: 1. Purchasing and promoting a good practice resource: The top 40 guide: 40 engaging career and life skills activities for youth. This contains engaging activities for students on self-esteem, resilience, initiative, negotiation, problem solving, time management and other topics. Such supportive resources for VCAL classrooms have become more important after funding was cut for VCAL co-ordinators. 2. Developing a social networking model for Goulburn Murray VETiS providers through Yammer, which enables staff to communicate and share expertise with a wider network of colleagues, in a professional and private online setting. Such micro-messaging services are expected to become more prevalent in workplaces and can play a big role in reducing the isolation of rural service providers. 3. Surveying local VCAL representatives so that professional development and other forms of support are targeted and suitable to their needs. 4. Partnering with universities, TAFES, local government and schools to run information sessions, roundtables and campus tours for migrant and refugee families, to make them more aware of training and tertiary pathways from VCAL. 5. Supporting a range of local re-engagement and VET programs to work better together. Through these sorts of initiatives, 640 young people were re-engaged in alternative settings in 2012 (up from 466 the previous year) and enrolments in VET/ VCAL increased from 524 to 609.
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National Centre for Dairy Education Australia, Terang campus

The National Centre for Dairy Education Australia (NCDEA) was set up as a partnership between Dairy Australia (the national services body for dairy farmers and the industry) and GOTAFE, the largest regional Victorian TAFE, after Melbourne University withdrew from vocational education and training at the end of 2005. The NCDEA operates out of each dairy region nationally and in Victoria at campuses in Terang, Shepparton, Warragul and Leongatha. The industry-agreed Farm Career Pathway begins at and then includes farm hand qualifications at Certificate levels II, III and IV, Diploma of Agriculture (Senior production manager/Farm production manager), and Advanced Diploma of Agriculture (Farm business manager). Beneficial approaches have included: 1. Providing the training in a specific VET environment, not only on individual farms. 2. Understanding that VET should plan for a students whole career and link them to wider networks and opportunities, not merely training an employee for one job. 3. Providing mentoring opportunities, such as the DairySAGE program, to assist students with career planning. 4. Providing bridging programs such as the InCharge program for women, which builds financial literacy, leadership skills and selfesteem. While such programs do not deliver an accredited qualification, they can be an important entry point for students who had not previously considered further study. 5. Building a training culture within the agricultural industry. Further education can seem a daunting commitment for farmers and employees who cannot afford to be off the farm for long. The VET sector, with its shorter qualifications, flexibility and options to move into Bachelor degrees at a later date, can meet those concerns.1 School-based apprenticeships at Certificate II and III have tended to attract students from farming families, who are less interested in tertiary study. While agriculture is promoted as a long-term career of choice, some students at risk of leaving school early will take up agriculture as an initial form of reengagement with the education system. Students who enter at a Cert. II level can need particular support and find it more difficult to access placements. Also of concern is the indication that VET in Schools will be cut back because of the VET subsidy changes, as the costs of provision may prove too high. Many students go into agricultural training from a VETiS pathway. Local coordination and networking are especially important to successful VET delivery. Given the need for cooperation between students, parents, schools, farmers and RTOs, supporting even small numbers of students to work effectively in school-based apprenticeships can be time-consuming and at times uncommercial. Here, networks and providers are required to be embedded within local communities for example, identifying local young people interested in dairy work who might benefit from more encouragement, or supporting informal local networks of people who are keen to build up their agricultural skills, or are already building them but would benefit from links to accredited courses.
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Endnotes
1. Australian Government Productivity Commission, Economic Implications of an Ageing Australia: Productivity Commission, Research Report, Melbourne, 24 March 2005, pp.xii, xxiii, 13, 125, 143. 2. National Centre for Vocational Education Research (NCVER), Australian vocational education and training statistics: Students and courses 2011, Victorian data set, Commonwealth of Australia, Department of Education, Employment and Workplace Relations, 2012 http://www.ncver.edu.au/publications/2509.html. Also Department of Education and Early Childhood Development (DEECD), Refocusing Vocational Training in Victoria, Melbourne, 2012, p.4. 3. DEECD, Refocusing Vocational Training in Victoria, pp.5, 7; K Colvin, Young Victorians and the 2012-13 TAFE Reforms, Yikes, vol.11, ed.3, June 2012, pp.10-11; DEECD, Refocusing vocational training government subsidies, Melbourne, 2012, and DEECD, Refocusing vocational training student fees, Melbourne, 2012, http://www.education.vic.gov.au/about/directions/refocusingvet. htm. 4. DEECD, Refocusing vocational training course subsidy list, Melbourne 2012, http://www.education.vic.gov.au/about/ directions/refocusingvet.htm. 5. Colvin, Young Victorians and the 2012-13 TAFE Reforms, pp.1011; DEECD, Refocusing vocational training government subsidies. 6. DEECD, Refocusing Vocational Training in Victoria, pp.6, 8; DEECD, Victorias New Industry Participation Model: Consultation, quality and information sharing, Melbourne, 2012, pp.6-7, 10-11 http://www.education.vic.gov.au/about/directions/refocusingvet. htm. 7. Australian Government Productivity Commission, Economic Implications of an Ageing Australia, pp.xii, xxiii, 13, 125, 143. 8. Foundation for Young Australians (FYA), How Young people are Faring, 2012: The national report on the learning and work situation of young Australians, Melbourne, 2012, pp.9, 21, 31; FYA, How Young people are Faring, 2012: At a Glance, Melbourne, 2012, pp.5-6, 9, 11; Victorian Government, Engage, Involve, Create: Youth Statement, Melbourne, 2012, p.4. 9. FYA, How Young people are Faring, 2011: The national report on the learning and work situation of young Australians, Melbourne, 2011, p.58. 10. DEECD, The On Track Survey 2011: The Destinations of School Leavers in Victoria State-wide Report, Melbourne, 2012, pp.5, 30. For more information, see NCVER, Atlas of Australian Public VET Victoria, Table 1.1 VET students by age group and sex, Melbourne, Victoria and Australia 2011, http://www.ncver.edu. au/resources/atlas.html. This refers to publically-subsidised VET delivered by TAFE and other government providers, multisector higher education institutions, community providers and other providers. It does not include fee-for-service VET by private providers, or VET delivered in schools where delivery is undertaken by schools. The data collected by Skills Victoria shows a similar percentage of young people as VET students (44 per cent), and estimates 26 per cent of VET students aged 15-19 and 18.7 per cent aged 20-24. Skills Victoria (DEECD), Victorian Training Market Quarterly Report, full year 2011, Melbourne, 2012, p.27; Skills Victoria (DEECD), Victorian Training Market Quarterly Report Q1 2012, Melbourne, 2012, p.10. 11. NCVER, Australian vocational education and training statistics: VET in Schools 2010, Table 1: Number of VET in Schools students and 15 to 19-year-old VET students, Victoria 200610, Commonwealth Government, 2010. Similar figures are reported in NCVER, Australian vocational education and training statistics: Young people in education and training 2010, Australian Government DEEWR, 2011, p.10 and NCVER, VET in Schools students and 15 to 19-year-old VET students by student characteristics, Victoria 2010 (per cent), Commonwealth of Australia, 2011. 12. NCVER Australian vocational education and training statistics: Students and courses 2011, Victorian data set, http://www.ncver. edu.au/publications/2509.html . 13. NCVER Australian vocational education and training statistics: Students and courses 2011, Victorian data set. 14. E Butler with R Woolley, Back to the Future?: Girls, and Young Women, Working Futures, VET and VET in Schools: A Snapshot, VOCAL: The Australian Journal of Vocational Education and Training in School, Vol. 6, 2006 2007, pp.56-63; E Butler and R Woolley (eds), Security4Women, Getting Real: Young Women and Girls, Working Futures, VET and VET in Schools, 2005, pp.8-12; C Davis, Finally, girls get a toolkit too!, Redress, v.19 n.2, August 2010, pp.2-7. 15. NCVER, Women in Vocational Education and Training: Participation and Outcomes, Adelaide, 2012, p.2. 16. NCVER Atlas of Australian Public VET, Victorian data set; Skills Victoria, Victorian Training Market Quarterly Report Q1 2012, p.26. 17. National VET Equity Advisory Council (NVEAC), NVEAC Equity Blueprint 2011-2016: Creating Futures: Achieving Potential Through VET, full report, 2011, p.3, http://www.nveac.natese. gov.au/home/equity_blueprint; V Volkoff, K Clarke and A Walstab, The Impact of TAFE Inclusiveness Strategies, Australian Bulletin of Labour, vol.35, no.3, 2009, pp.575-76, 579. 18. C Miller and N Nguyen, Whos supporting us? TAFE staff perspectives on supporting students with mental illnesses, NCVER, 2008, pp.9-12, 36-38; A Venville and A Street, Unfinished business: student perspectives on disclosure of mental illness and success in VET, La Trobe University, NCVER, pp.7-9. 19. Volkoff et al, The Impact of TAFE Inclusiveness Strategies, pp.580-83. 20. R Teese and A Walstab, Social Area Differences in VET Participation, Australian Bulletin of Labour, vol.35, no.2, 2009, p.440.
39
21. Teese and Walstab, Social Area Differences in VET Participation, pp.444-49; Volkoff et al, The Impact of TAFE Inclusiveness Strategies, p.568; L Wheelahan, Overcoming the democratic deficit in VET: Why VET needs its own Bradley review, Professional Educator, vol.9, no.4, November 2010, p.8. 22. NVEAC, Equity in VET - Good Practice Case Studies, http:// www.nveac.natese.gov.au/good_practice_equity_in_vet ; St Vincent de Paul Society, Submission to NVEAC Equity Blueprint, 2010, http://www.nveac.natese.gov.au/home/equity_blueprint/ submissions. 23. NCVER, Australian vocational education and training statistics: Students and courses 2011, Victorian data set; NCVER, Australian vocational education and training statistics: VET in Schools 2010, Table 1: Number of VET in Schools students and 15 to 19-year-old VET students, Victoria 200610, 2010. Similar figures are reported in NCVER, Australian vocational education and training statistics: Young people in education and training 2010, 2011, p.10 and NCVER, VET in Schools students and 15 to 19-year-old VET students by student characteristics, Victoria 2010 (per cent). 24. J Polesel, M Klatt and C OHanlon, Deferring a Tertiary Offer in Regional Victoria, YACVic, Melbourne, 2012, p.16. 25. NCVER Atlas of Australian Public VET, Victorian data set. 26. NCVER, Atlas of Australian Public VET Melbourne, Victoria: Table 1.1 VET students by age group and sex, Melbourne, Victoria and Australia 2011. 27. Victorian Child and Adolescent Monitoring System (VCAMS), Adolescent Community Profile, Melbourne, DEECD, 2010, for Barwon SW (p.69), Gippsland (p.69), Grampians (p.69), Hume (p.69), Loddon Mallee (p.69). 28. These are: Central Goldfields (2), Loddon (4), Pyrenees (5), Northern Grampians (6), La Trobe (8), Yarriambiack (9), Hindmarsh (10), Ararat (11), Mildura (12), Swan Hill (13), East Gippsland (15), Benalla (17), Colac-otway (18), Glenelg (14). See VCAMS, Adolescent Community Profile, 2010, profiles for the Barwon South-West region (p.3), Gippsland region (p.3), Grampians region (p.3), Hume region (p.3), Loddon Mallee region (p.3). 29. DEECD, The On Track Survey 2011, pp.12-14; DEECD, The On Track Survey 2010, p.28. 30. FYA, How Young people are Faring, 2011, p.60; VCAMS Adolescent Community Profiles, Barwon South-West (pp.26-30, 71), Gippsland (pp.29-30, 71), Grampians (pp.29-30, 71), Hume (pp.29-30, 71), Loddon Mallee (pp.29-30, 71). 31. DEECD, The On Track Survey 2011, pp.12-14. 32. DEECD, The On Track Survey 2011, pp.12-14. 33. M Marozzi, Regional Fallout from TAFE Cuts, ABC Ballarat, 22 June 2012; R Whitson, Advance TAFE cuts courses and jobs, ABC Gippsland, 15 June 2012; R Whitson, Education leaders to step up campaign against TAFE funding cuts, ABC Gippsland, 27 May 2012; Victorian TAFE Association Inc, Victorian TAFE Budget cuts: summary information, 20 August 2012.
34. Bendigo TAFE slashes jobs, ABC Bendigo, 26 June 2012 35. 50 Courses to Go, ABC Online, July 3, 2012; Victorian TAFE Association Inc, Victorian TAFE Budget cuts: summary information, 20 August 2012. 36. Sunraysia TAFE Slashes Jobs, ABC online, May 18, 2012; TAFE Courses Set to Stay, ABC Online, 3 July, 2012. 37. Colvin, Young Victorians and the 2012-13 TAFE Reforms. 38. FYA, How Young people are Faring, 2011, p.28. 39. DEECD, The On Track Survey 2011, pp.36-37. 40. See for example, S Cook (Economic Security4Women, Australian Government Office for Women), Skills shortage? Improve career pathways for women and girls in emergent green industries and non-traditional occupations, 2012, http://www. security4women.org.au/wp-content/uploads/eS4W-PositionPaper-Viable-Employment-Women-Girls.pdf ; K Turner-Zeller Women in Adult & Vocational Education (WAVE), Women on track: addressing skills shortages in the transport/logistics and construction industries. Paper presentation at Aligning Participants, Policy and Pedagogy: Traction and Tensions in VET Research, AVETRA 12th Annual Conference Coogee Beach, NSW, 15-17th April 2009. 41. For example, Butler with Woolley, Back to the Future?, pp.5663; Butler and Woolley (eds), Getting Real, pp.8-12; E Butler and R Woolley, Research review : Getting real? Young women and girls, working futures, VET and VET in Schools, Redress, v.14 n.2, August 2005, pp.49-51. See also Association of Women Educators, Submission to NVEAC Draft Equity Blueprint, 2011, http://www. nveac.natese.gov.au/home/equity_blueprint/submissions; C. Ford, If she were a boy, she could do an apprenticeship: the resilience of gender as a determinant in career planning, Redress, v.15 n.3 pp.13-19, 2006; Davis, Finally, girls get a toolkit too!, pp.2-7. 42. Fiona Shewring, The female tradie: Challenging employment perceptions in non-traditional trades for women, NCVER, Adelaide, 2009, pp.8-11, 20. 43. Shewring, The female tradie, pp.6, 17-20, 24-25. 44. University could save TAFE, ABC Ballarat, 7 August 2012; Talks underway for proposed super TAFE, ABC online, August 8, 2012; Union sees benefits in super TAFE, August 15, 2012, ABC online. 45. DEECD, Refocusing Vocational Training, p.12. 46. DEECD, Re-engagement Programs, 2012, http://www. education.vic.gov.au/school/principals/participation/Pages/ reengagequality.aspx.
Youth Affairs Council of Victoria Level 2, 180 Flinders St Melbourne Victoria 3000 Ph: (03) 9267 3799 www.yacvic.org.au | info@yacvic.org.au

Vocational Education and Training (VET) and Young Victorians - A Way Forward

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Vocational Education and Training (VET) and Young Victorians - A Way Forward

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Vocational Education and Training (VET) and young Victorians: a way forward

Youth Affairs Council of Victoria

What will the changes do?

Who will be most affected?

How do we build a strong future workforce?

The Victorian policy context

Subsidies and caps

Analysing the changes

Why consider young people?

Participation of young people

Implications for young people

Percentage of Victorian Percentage of Victorian VETVET students,students, by age by age

(From NCVER, Atlas of Australian Public VET,

Students aged 25 and over

Students aged under 25

(From NCVER, Atlas of Australian Public Victorian data set, 2011)

Number of Victorian VET

VET students aged 15-19 undertaking VET in Schools

VET students aged 15-19 (overall)

40,000 80,000 120,000

Number of Victorian VET students aged 15-19 years (2010)

Students undertaking Stud ents undertaking Certificate I - III

11.1 15.5 21.5

4.5 Students aged 45-65 years

11.6 12.3 20.6 20 %

Students aged under 25 years

Students aged 25-44 years

Students aged 45-64 years 0 2 4 6

81% Melbourne regions Regions outside of Melbourne

19.8 33 33.6 55.9

1.5 3.3 3.7 3.8 5.4 5 12.6

Implications for rural and regional Victoria

Not known Remote Major ci@es

Outer regional Inner regional

Destinations of Year 12 graduates percentage Destinations of Year 12 by graduates by percentage

Non-metro Year 12 leavers

Metro Year 12 leavers

la nd M s al l Lo ee dd W o im n m Go era ul bu W es Ba rn te rw rn o D n i Gi stric Ea pp t st G sla Ov ipp nd en sla s M nd M urr el ay bo ur ne

See Recommendations 1 and 5

Pathways for Victorian Year 12 leavers, excluding Bachelor degrees degrees

% of rural / regional male pathways % of metro male pathways

% of rural / regional female pathways % of metro female pathways

Implications for young women

See Recommendations 7, 8 and 9

from DEECD On Track data (2011)

11.2 12.7 11.6 20.6 17.6 47.9 36.7

% of rural / regional male pathways % of rural / regional female pathways

18.4 16.4 17.4 16.4 19.5

% of metro male pathways % of metro female pathways

17.1 16.6 29.8

% of female VET enrolments % of male VET enrolments

See Recommendations 7, 8 and 9

How to create a strong future workforce

Data collection and analysis

Resources to deliver equity outcomes

Reform to address gender inequity

Resources to deliver equity outcomes

Reform to address gender inequity

The McAuley Champagnat Programme

Networks and partnerships, Goulburn Murray region

National Centre for Dairy Education Australia, Terang campus

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