TAFE Community Alliance

Response:

The structure of Jobs and Skills Australia appears very similar to previous structures relating to the governance of VET over the last ten years or so.  It is focused on large groups/organisations and major stakeholders.  The only change from the previous government is the focus on unions.

There is a need to include community organisations, such as TAFE Community Alliance, a repository for extensive knowledge and expertise around vocational education and training.  Many of us were former VET teachers/educators, many of us worked in place-based education and interacted with a range of community organisations, and many of us have been involved in educational research and the writing of curriculum and training courses/products.

Design of JSA and its committees/working groups should outline ways to interact with community groups/organisations on an ongoing and consistent basis.  This may be more difficult than gathering some well-know people into a room, but will also be rewarding in broadening the scope and ways of looking at VET, its aims, and successes.

Response:

Principles should include:

*  the need to consider and make transparent how and where JSA gathers its data;
*  consideration of the validity and reliability of this data;
*  what sources will be used for predictive data and how will its reliability and ongoing review be managed so offerings are as relevant as possible;
*  transparency of consultative mechanisms, and recognition of the impact of power relationships;
*  the need to be inclusive of all groups in consultation, not just at the end of the process;
*  recognition of the need for change in the sector and the importance of educators, community stakeholders and students in driving this change.

Response:

By using a variety of methods to seek consultation.  This should not always be dependent on written submissions, especially when many stakeholders are volunteers.  

The National VET Equity Advisory Council was skilful in engaging a range of stakeholders in discussions, using face-to-face and written consultative processes.

JSA needs to establish groups whose role is a consultative one, and to engage with stakeholders to reach out to their networks.

Response:

JSA needs to avoid giving more status to particular stakeholder groups than others, and to recognise that management does not necessarily represent and understand the educational complexities of VET.  As suggested before, a range of methods need to be used as part of the consultative process that will recognise the limitations experienced by some groups in giving extensive amounts of time to engagement.  A VET system that has been defunded over several decades has lost much of its knowledge, expertise, capacity and willingness to be involved in further consultation, that often leads nowhere and may never be released publicly.

The use of research and VET research experts is critical as part of the evidential foundation for change.  Such research needs to be independent.  JSA should consider what independent research, including international research, has to say about how the public can access and make informed choices for education and training.

Response:

There are several areas critical to VET at this time, apart from those most readily recognised in skills shortages.  They include:
*  how to again make VET accessible to a range of students, particularly those who require learning support;
*  how to reposition TAFE as the most significant part of the VET system, and to ensure it has the funding to undertake this role;
*  how to develop a VET system not driven by a market mentality; 
*  how to build a tertiary system in Australia, focused on cooperation between the various bodies as opposed to competition;
*  how to assist delivery systems to access relevant and qualified teachers and trainers.

Response:

Suggestions have been made previously as to breadth of reach, recognition of the value of all inputs, seeking out community as well as industry groups, and valuing the input of teachers, VET researchers and students.

Response:

As per previous suggestions

Response:

Government bodies such as JSA appear to make little effort to seek engagement with groups beyond those already accepted, involved and recognised as stakeholders.

Research, such as that undertaken by NCVER, will help in identifying a range of stakeholder groups and networks, and ways in which to engage with them.

A group such as TAFE Community Alliance would welcome the opportunity to participate in a webinar, small group meeting or targeted invitation for advice.

Response:

No response provided.