Anonymous - 12

Response:

1.1	What does industry engagement mean to you? 
•	Building relationships with industry and supporting them to have input into training and assessment strategies, content, etc. 
•	We also ask them to identify gaps in their current workers/ new recruits skills and knowledge works well. 
1.2. How can industry be encouraged to connect with and use the VET system? What does this look like? 

•	Create a platform where any industry person can easily raise a request for training and have the recommended courses and RTOS provided without having to navigate TGA/RTO’s systems.
•	Create a platform where any industry person can have input into a training package and be able to see the progress/outcome of their request.
•	Increase transparency around the progress of requests to amend training packages, etc. so that industry knows they are being heard.

Response:

Yes

Response:

3.1. What works well and what could be improved? How could it be improved? 
•	In crime and justice, it was identified that lack of resilience is an issue in their new recruits. There isn’t any guidance in the training package to support training and assessing this skill.
•	This is valuable feedback and is potentially an issue across a lot of vocational training areas dealing with people, e.g. Community and Health, Trades, etc. Resilience training should be built into the qualification/unit of these industries. This would support students’ well being also.
3.2. How well are you (or your organisation) represented by these arrangements? 
•	Our organisation conducts Industry Sector Panels for each vocational training area every two years. This is well supported by industry.
3.3. How well do current arrangements allow collaboration across industry sectors on common workforce and skills needs? 
•	Further collaboration/problem solving is required when the training package is written. For regulated industries, alignment of legislation across Australia would be ideal.
•	Difficulties occur for the RTO where the industry doesn’t allow a student to perform skills included in the unit until they are qualified. Eg. Nursing students not being allowed by QLD Health to give injections but the training package requiring it. (This can particularly be an issue where legislation differs from state to state.)

Response:

4.1. How can workers be equipped with skills that can be applied across different jobs? How can industry support this through the VET system? 
•	Transferable skills units be recognised across Training Packages e.g. team work, communications, resilience, sustainability, inclusivity, IT. 
4.2. How can we break down silos and improve collaboration across industry groups? 
•	Invite the different industries to develop the transferable skills units together.

Response:

5.1. Are the different needs of industry and learners effectively considered in designing qualifications in the current system? What works well and why? 
•	Their needs are not fully met. For example, the MEM training package would benefit from welding streams. With one attained as part of their apprenticeship and the others post-trade add-ons. Similar to obtaining your driver’s license then adding heavy vehicle, etc. afterwards.
•	This would allow for students to be signed off for the streams their employer works in e.g. TIG. If the student wants a job in another stream, e.g. MIG, they could then be taken on by a host employer to attain that stream or add it through their current employer if they have the skills, knowledge and work in this area.  
•	This would enable a student to attain their trade in the work they undertake with their employer without having to try to undertake hours in welds their employer does not have demand for or experience in. 
5.2. Are there issues or challenges with the way qualifications are currently designed? What are they and what could be done to address these? 
The format could be improved to cross reference performance, knowledge and employability skills in the unit to enable easier design of assessments.  This is an activity many Educators undertake E.g.

Table format:
Headings: 
Performance criteria	Knowledge	Performance	Employability Skills	Knowledge Assessment Required?	Performance Assessment Required?
Row Content:
1.1	Relevant knowledge	Relevant performance	Relevant Employability Skills	Y	Y
1.2	Relevant knowledge	N/a	Relevant Employability Skills	Y	N
1.3	N/a	Relevant performance	Relevant Employability Skills	N	Y

Response:

No response provided.