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In June 2016, the Department launched Marrung: Aboriginal Education Plan 2016-2026 (Marrung) [available in VOCEDplus at TD/TNC 139.356]. Marrung is a 10-year integrated plan, developed in partnership with the Victorian Aboriginal community including the Department's principal partner in Koorie education, the Victorian Aboriginal Education Association Incorporated (VAEAI). In 2018, the Department commenced the implementation of Marrung action 8a: 'Develop options for a revised approach to supporting Koorie learners engage and participate successfully in VET [including] through the redesign of the existing Koorie VET workforce'. This discussion paper is an overview to support meaningful conversation and consultation. The paper explores the evidence that shows a revised approach is needed to support Koorie learners to engage and participate successfully in vocational education and training (VET). It focuses on: changes in the characteristics of Koorie communities in Victoria; enrolment trends for Koorie learners across the spectrum of VET providers; current supports designed to increase Koorie engagement and participation in VET; and success enablers, and barriers for improving Koorie learner outcomes.

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This publication contains text of the speeches presented at the 'Leadership: issues and opportunities for women' forum as well as a summary of the material presented at each of the eight workshops. The main purpose of the forum was to enable participants from the State Training System to learn about best practice in professional development and leadership. The forum also enabled participants to gain insights from speakers who are leaders in the vocational education and training sector and the broader community. Issues explored at the forum included: (a) the nature of leadership in an increasingly complex management environment; (b) recent theories on organisational culture and its impact on the development of leaders, particularly women leaders; (c) approaches to improving career paths and maximising an individual's ability to contribute, including mentoring, role modeling and strategies for pushing beyond the 'glass ceiling'. Show less

This guide to the Skills Victoria Training System (SVTS) is for all training providers that are: (1) required to report their training delivery to the SVTS; (2) delivering training under Skills First (and ACFE); and (3) are paid on the basis of training activity data reported to the Department of Education and Training.

The guide provides an introduction and overview to the functions of SVTS to assist training providers with reporting training delivery data. It provides instructions on how to use the various SVTS functions to manage and monitor reporting and payments, and indicates how data can inform the training provider's business management decisions.

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The purpose of this project was to investigate the desirability and feasibility of allowing TAFE institutes to seek approval to deliver vocational degrees and to examine the relative merits of other arrangements similar to vocational degrees, including associate degrees. The report has been developed following extensive consultations with interested parties. Currently TAFE institutes are excluded from delivering degree qualifications. This study was established to assist the Office of Training and Tertiary Education (OTTE) in developing its views on whether existing arrangements should be maintained or changed. This study impinges on the future role and direction of TAFE and so will need to be considered in the context of other current studies. The study addresses how the relationship between the qualifications delivered in each sector should be constructed. Victorian TAFE Institutes operate within the Australian Qualification Framework (AQF) which provides for three streams of awards: schools; vocational education and training (VET); and university. The Victorian Qualifications Authority is limited to approving qualifications in the schools and VET sectors only. Even though TAFE institutes cannot be accredited to deliver higher education awards, a number of arrangements have been entered into with universities which result in TAFE teachers delivering higher education on TAFE campuses. While no statistics are kept centrally on these numbers, the estimates provided during consultations suggest that there are between 500 and 1,000 students already enrolled in these degree courses.

Seven projects were undertaken in the process of developing the Ministerial Statement 'Knowledge and skills for the innovation economy' (indexed at TD/LMR 86.31). This report is part of project three: Desirability and feasibility of enabling TAFE institutes to seek approval to deliver degree qualifications. Reports from the other projects are indexed at TD/VIC 70.03, from TD/VIC 70.05 to TD/VIC 70.07, at TD/VIC 70.14 and from TD/TNC 70.285 to TD/TNC 70.287. Show less

This Snapshot has been prepared for key stakeholders in the Victorian training system. The first section of this report draws on data compiled by the National Centre for Vocational Education Research (NCVER), showing trends between Victoria and other jurisdictions. The remainder of the report reflects data submitted to the Department by TAFE Network providers and by other government-contracted training providers. This compares performance for the 2017, 2018 and 2019 calendar years to illustrate changes and trends for the Victorian training system over time.

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The review of quality assurance confirmed there is enough data to confirm that training quality in Victoria is variable and the problem is not small, and there is a widespread acknowledgement that quality must be lifted. The Victorian Government released the Review report on 29 June 2015, alongside a Government response, and has accepted all 19 of its recommendations. The Government will focus effort across five key areas: (1) an immediate targeted blitz on low quality providers; (2) prioritising quality in determining eligibility to deliver government funded training; (3) improving key factors in a student's training experience, such as the duration of training and the skills and abilities of trainers; (4) actively monitoring and managing the performance of contracted training providers; and (5) empowering students and employers to drive quality through informed choices and consumer protection. This document provides an overview of how the Government plans to implement the Review's recommendations. For reference, the recommendations are provided alongside the Government's planned actions.

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The government, the [Adult, Community and Further Education] ACFE Board and stakeholders have worked together to understand and support the next steps to enable the continued development of the Learn Local sector. This has led to identifying three key strategic directions for the future: (1) refocusing and refining the role of Learn Local - ensuring that the government better signals and supports its objectives for the Learn Local sector by setting clear priorities and improving governance arrangements; (2) promoting durable networks and co-location of services to improve pathways and sustainability - placing clients at the centre of service design and improving the sustainability of Learn Local organisations by reforming pre-accredited funding settings and the more effective and efficient use of Board-managed assets, programs and expertise; and (3) building the Learn Local sector's capability to deliver high-quality education services - enabling the sector to deliver better outcomes for learners by cutting red tape and harnessing broader vocational and educational system supports. This strategy will support the Learn Local sector to secure its critical role in education and training in Victoria. Most importantly, it will increase the sector's capacity to support those Victorians who face significant barriers to increasing their skills and entering and staying in the workforce.

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This Vocational Education and Training Plan for Victoria for 1998 identifies proposed actions to be undertaken by the Office of Training and Further Education (OTFE) against priorities and key result areas agreed by the ANTA Ministerial Council. It sets out eight National Key Result Areas and planned levels of activity for OTFE for 1998. Show less

This report provides detailed information on the student and provider profiles of the Government-funded vocational education and training (VET) market in Victoria over the 2020 calendar year. VET was one of the sectors adversely impacted by the [Coronavirus Disease 2019] COVID-19 pandemic, where lockdowns and travel restrictions led to disruption in training activity. The first section of the report draws on data compiled by the National Centre for Vocational Education Research (NCVER), showing trends between Victoria and other jurisdictions. The remainder of the report reflects data submitted to the Department by TAFE Network providers and by other government-contracted training providers. This compares performance for the 2018, 2019 and 2020 calendar years to illustrate changes and trends for the Victorian training system over time.

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Each annual report sets out the Department of Education and Training's key activities and achievements for the financial year. The reports are organised around services provided to external clients in the areas of school education, training and tertiary education, youth, policy, strategy and information services. Show less