- Related consultation
- Submission received
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Does the role of industry need to be strengthened or expanded across the VET system? Why/why not?
- What does industry engagement mean to you?
- How can industry be encouraged to connect with and use the VET system? What does this look like?
- Are there any roles for industry in the VET system that are not covered or outlined in the case for change?
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Response:
I have been involved with adult education and workplace training and assessment since 1993, the original purpose of adult VET education is to meet industry needs and wants for a skilled and trained workforce. I have observed over the past twenty years that training packages have placed a stronger emphasis on the academic requirements to be deemed competent and less on the practice of skills that industry want. The SSOs do not engage sufficiently with the respective industries to ensure training packages are current for industry needs, except industries that have high risk licenced qualifications and units of competence. A classic example of this practice by the SSOs is with the recently released AUR Automotive Retail Service and Repair Training Package Release 5.0 March 2020. There are superseded units of competence that are required to be delivered in the Diploma qualifications, the SSO has no provided guidance on what alternative units may be used instead of the superseded units, industry has been requesting that the SSO address this situation and nothing has happened.
Are you aware of the current industry-leadership arrangements led by the Australian Industry and Skills Commission?
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Response:
Yes
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How effective are the current industry engagement arrangements in VET in meeting your needs?
- What works well and what could be improved? How could it be improved?
- How well are you (or your organisation) represented by these arrangements?
- How well do current arrangements allow collaboration across industry sectors on common workforce and skills needs?
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Response:
Less academic representation and more industry representation, particularly people that understand adult learning in a VET context.
What can be done to drive greater collaboration across industries to broaden career pathways for VET graduates and maximise the workforce available to employers?
- How can workers be equipped with skills that can be applied across different jobs?
- How can industry support this through the VET system?
- How can we break down silos and improve collaboration across industry groups?
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Response:
There is still a strong resistance by the higher education sector (universities) that any one who holds a VET qualification and works in the respective industry filed is still not suitable for recognition of prior learning and granted credits for core units. These students are treated the same as undergraduates that have no previous work/industry experience or qualifications. I can not offer a solution on how to break down the silos I have worked as a teacher in both universities and TAFEs and there is an elitism culture in universities that I believe can not be changed to meet industry requirements.
Are qualifications fit-for-purpose in meeting the needs of industry and learners now and into the future? Why/why not?
- Are the different needs of industry and learners effectively considered in designing qualifications in the current system? What works well and why?
- Are there issues or challenges with the way qualifications are currently designed? What are they and what could be done to address these?
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Response:
No refer to my example of the AUR Diploma and training package problems
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Are there any further issues in relation to improving industry engagement in the VET sector that you would like to provide feedback on?
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Response:
No