VDC News included articles about this review in the past, particularly when the interim report was released in April this year. The final report is now out, and full details of the whole review can be found here.
As a NSW Government press release notes:
“The final report contains 21 recommendations designed to transform and better integrate the VET system while supporting its stakeholders. Key areas of focus include a new needs-based funding model, improved coordination of critical services, and enhanced support for equity cohorts, including Aboriginal and/or Torres Strait Islander learners and those in regional areas. In addition, the final report advocates for stronger ties and collaboration between government and industry, including formal commitments on skills development within priority sectors as well as building links between high school and post school training.”
The report notes the past failure of marketisation and competition policies in bringing about desired improvements in access and outcomes and also points to the significant and ongoing reform to the sector nationally at present.
Highlighting some of the recommendations
First, the report suggests that a clear vision for skills is needed: a NSW Skills Plan, “with government priority areas identified to direct funding, workforce interventions and industry partnerships,” particularly noting the need to recognise “that our regional, rural and remote areas and communities have specific and complex skills needs.”
Second, it’s also suggested that there is a need to better integrate the system with students at its centre. In short, it’s about better pathways and, as the final report notes,
“NSW students must be provided with quality pathways that meet their aspirations and build critical skills, knowledge and capabilities.” Thus, “students should be able to access lifelong learning opportunities at all levels and move seamlessly through their training and education choices.”
It was also suggested that VET for Secondary Students should be strengthened, including through embedding a school-based apprenticeship and traineeship (SBAT) pathway as a core offering within secondary schools and improving careers advice. Finally, NSW “should aspire to establish a dual-sector institution.”
Third, the report recommended that the system be underpinned through a world-class VET teaching workforce and robust infrastructure, noting in particular that:
“We need to prioritise investment in our teaching workforce through a focus on reducing unnecessary administrative workload, supporting quality teaching and providing opportunities to upskill. We also recognise that the long-term sustainability of the VET workforce is dependent on how effectively new expertise can be attracted into the workforce.”
In particular, one of the recommendations (Number 20) was that the NSW Government work with the Australian Government to develop and implement initiative(s) under the emerging VET Workforce Blueprint that enable and promote multiple entries and pathways for new VET teachers.
And in terms of infrastructure and assets:
“We need to invest in our current assets and infrastructure first, ensuring maintenance spend for VET infrastructure provides fit-for-purpose facilities and supports the aspirations of all NSW students. Our view is that public assets should be leveraged and maximised for public good and public benefit first. Underutilised public infrastructure does not serve or benefit our local communities.”
More specifically the report recommends that the NSW Government should:
- “undertake an independent review of pricing and fees to support the introduction of a new needs-based funding model.” (Recommendation 5)
- implement new performance-based contracts that provide greater funding certainty, incentivise capacity building and innovation and better reflect diverse student needs.” (Recommendation 6)
- “transition to a system-wide, student-centred approach to VET student support.” (Recommendation 10)
- “increase provider capacity, particularly for Aboriginal Community-Controlled Organisations (ACCOs) and Aboriginal-owned RTOs.” (Recommendation 11), and
- “work with TAFE NSW and NSW public universities to determine credit transfer arrangements for key occupations and industries.” (Recommendation 13).
Finally, recommendation 12 is the NSW Government should “work with the Australian Government to design and achieve a more integrated and student-centred tertiary sector.”
