challenges and opportunities of moving towards demand...
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Challenges and opportunities of moving towards
demand driven delivery
John Churchill
Enterprise Registered Training Organization Association(ERTOA)
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Moving towards demand-driven delivery
challenges and opportunities
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Skills for All contributed to a 46 per cent increase in vocational
education in South Australia from 2012-13.
TAFE SA and private providers reached the SA government target of
100,000 additional Skills for All enrolments three years ahead of
schedule. As of September last 2013, there were 145,800 enrolments
TAFE SA now faces massive budget cuts, course closures and
redundancies due to over delivering Skills for All funded courses
This was hailed as a good news story - targets met, etc, etc
All this activity caused a large blow-out in the state’s training budget.
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Moving towards demand-driven delivery - challenges and opportunities
Individual Government Industry Community Providers
How and when is demand identified?
Who is responsible for its identification?
What are the objectives of demand driven delivery?
What measures are used to confirm the successful achievement of those objectives?
Does demand driven delivery really represent value for money?
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The enterprise is registered as an RTO
The employees of the enterprise are the primary recipients of the training and assessment services provided by the RTO
The principal business of the enterprise is not training and development
The enterprise is a legal business entity within Australia
The enterprise RTO
The RTO is embedded as a function within the business
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4,700 Private (fee-for-service) providers
240 enterprise RTOs
60 TAFE Institutes
There are ~ 5,000 RTOs across Australia
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CORPORATE MISSION
Business Processes
& Procedures
STRATEGIC GOALS
BUSINESS OBJECTIVES
Work Level Standards
Capability Register
Position Description
Work Instructions
Policy & Procedure
Manual
External Legislation & Licensing
Training Content
& Materials
Training Programs
& Interventions
Individual & Team
Training Plans
TRAINING DELIVERY
JOB PERFORMANCE
EVALUATION OF TRAINING OUTCOMES
Feedback process
COMPETENCY ASSESSMENT
Mapping
Training Package
Competencies
Training Package
Assessment Elements
Mapping
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50.4%
22.9%
11.0%
3.8%5.1%
2.1% 1.3% 0.8% 0.0% 0.8% 0.0% 0.8% 0.0% 0.0% 0.8%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Perc
en
tag
e o
f E
RT
Os
Number of Training Packages on Scope
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0%
42%
29%
12%11%
0%0%
36% 35%
14%12%
2%
Cert I Cert II Cert III Cert IV Diploma Adv Diploma
Distribution of qualifications issued by AQF Level
- 2009 Survey
- 2011 Survey
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The purpose of the Certificate III qualification type is to qualify individuals
who apply a broad range of knowledge and skills in varied contexts to
undertake skilled work and as a pathway for further learning.
to undertake skilled work
a pathway for further learning
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‘We began by looking at the match between what people study and the jobs they get. Here we found that the match was pretty poor in most occupational groups—technicians and trades workers being the exception rather than the rule.’
‘the majority of graduates do not end up in the occupation which is the ‘intended’ occupation for the course.’
‘Is VET vocational? The relevance of training to the occupations of vocational education and training
graduates’ (Tom Karmel, Peter Mlotkowski and Tomi Awodeyi, NCVER, 2008)
NCVER
Table 5
Intended occupation of training activity
Employed in intended occupation
%
Managers and administrators 6.2
Professionals 17.5
Associate professionals 19.5
Tradespersons and related workers 78.9
Advanced clerical and service workers 8.2
Intermediate clerical, sales and service workers 42.9
Intermediate production and transport workers 4.9
Elementary clerical, sales and service workers 34.1
Labourers and related workers 25.1
Total 43.1
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NQC VET ASSESSMENT REPORT 2008
16% said immediately
Larger businesses with more sophisticated selection processes claim that their
expectations are more likely to be met because they have systems and processes to
review potential employees’ skill levels. That is, they place less reliance on the qualification
as a marker of skills and more emphasis on their own assessment
Some interviewees were more critical of graduates who had taken an institutional pathway
in order to obtain their qualification
Work readiness Respondents were asked how long they expected it would take someone who had
graduated with a VET qualification to be competent in a job role in their organisation, following appropriate induction and support.
21% said within 1-2 months
40% said within 3-6 month
26% said between 6-12 months
Generally employers felt that it was part of their role to support people to become
competent in their workplace and that it was unreasonable to expect that VET graduates
would be immediately competent in their workplace.
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BRANSON’S BUSINESS SCHOOL
‘Hire for ATTITUDE
Train for SKILL’
RULE #3
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Onboarding Program
PHASE 4
Active
Development
PHASE 3
Learning the essentials
for your role
PHASE 2
Getting to know
our business
PHASE 1
Getting to know
your workplace
Assessment 1 Assessment 2 Assessment 3
+ 5 months + 7 months + 9 months
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Monthly performance report
Measure Target Result
Recipe for success Achieving minimum
requirements
Achieving minimum
requirements
File audits 95% 98%
Productivity TBA 633
MO3 Costs 2683 2967
FAS TBA 58%
CTM1 60% 84%
GOS 80% 82%
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Moving towards demand-driven delivery - challenges and opportunities
How and when is demand identified?
Who is responsible for its identification?
What are the objectives of demand driven delivery?
What measures are used to confirm the successful achievement of those objectives?
Does demand driven delivery really represent value for money?
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Moving towards demand-driven delivery
challenges and opportunities
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Moving towards demand-driven delivery - challenges and opportunities
Ensure demand is real and supply is adequate
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Under Future Skills WA students will decide the course they want to study
and they will be guaranteed their training will be subsidised if:
the course has been identified as a State priority course;
a State Training Provider (formerly TAFE) or a preferred private training
provider has a training place available; and
the student meets the normal entrance requirements
The Government will not limit the number of training places they subsidise,
except where there is evidence that the number of enrolments may lead to an
oversupply of graduates.
The numbers enrolling in State priority courses will continue to be monitored.
If there is a real or potential oversupply of people with certain qualifications,
the Government may, with prior notice, stop subsidising new enrolments in
that course.
There are more than 600 training courses currently identified as State priority
courses, and 80 priority industry qualifications.
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Moving towards demand-driven delivery - challenges and opportunities
Ensure demand is real and supply is adequate
Define valid objectives and performance measures
Facilitate an ‘enterprise-directed’ funding model for training delivery
Demonstrate ‘value-for-money’ results
www.ertoa.org.au