- 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:
Industry needs to be listened to more by the VET system, then the VET system needs to act on what industry actually needs. Though some of the current government handouts (incentives) are much appreciated, what the young people coming into vocational training needs is the hand up i.e. the proper literacy & numeracy skills to understand the training & be able to communicate. The problem here starts at the primary & secondary school stages, they just need basic literacy & numeracy skills & know it off by heart. At trade level we need people that can think & talk on their feet. My only complaint really once they get to their VET courses is that block release is a major impost on small business from the week long absent personnel perspective. I also believe that during these block release periods the kids are having too much crammed in & consequently less information absorbed. The only player in this that seems to benefit is the RTO as they can more efficiently hold classes, they hit their KPI's but the kids struggle.
Are you aware of the current industry-leadership arrangements led by the Australian Industry and Skills Commission?
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Response:
No
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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:
No response provided.
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:
Return to one day per week training, limit number of subjects on these days so that the kids can absorb the information & then they can discuss with their employers relevant questions relating to that training. I dont think it would be unreasonable to expect the RTO send a weekly summary to employers regarding what the apprentice has just learnt, employers could then supplement this with practical experience. this would go a long way towards apprentices completing there work evidence reports in a timely manner.
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:
Our apprentices are completing their training in mobile plant technology. I want to employ kids out of year 10, they dont need year 12 for a trade. When they have completed year 10 I expect them to understand basic Mathematics & English - addition, subtraction, multiplication, division, fractions, basic trigonometry, spelling, grammar, & punctuation. As an employer, & a parent, I have paid for this & I expect them to be competent, not Rhodes Scholars, just competent. if this is done then I believe, with these skills, the qualifications are fit for purpose & the many options available for the kids to further their VET education is great. They just need to be able to understand what is being taught.
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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:
Dont give us 'B' grade year 12 kids that couldn't get a start in uni & dont really want to be an apprentice. Industry can turn a 'C' grade year 10 into an 'A' grade tradesman. Slow the learning down, give the kids time to absorb & understand the information. RTO's should be doing a couple of visits per year to review the kids work in the industry & consult with their supervisors.