Ss submission presentation final draftDon Gilhooly
The ACTT submission makes recommendations to the Board of Vocational Education and Training regarding the NSW Smart & Skilled policy. It addresses increasing VET participation, targeting VET to business and industry needs, and the role of TAFE NSW. Key recommendations include maintaining or increasing funding for TAFE to ensure quality training, balancing contestable and public funding, keeping course fees accessible, and improving pathways, support services and completion rates for disadvantaged learners.
This document is a prospectus for the 2014/2015 AoC Beacon Awards. It outlines 14 award categories that recognize excellence in teaching, learning, leadership, partnerships, and innovation in further education. Winning colleges receive monetary grants between £3,000-£5,000 to continue developing their initiatives. The awards aim to promote sharing of best practices across the further education sector.
VTCT is a specialist awarding organization that has offered world-class vocational qualifications in the UK service sector since 1962, including in areas like hairdressing, beauty therapy, complementary therapies, sports and active leisure, hospitality and catering, business, and more. VTCT qualifications are regulated across the UK and awarded by over 800 approved training centers and colleges internationally. VTCT takes a specialist approach, providing a comprehensive range of qualifications in each subject area along with customer service, training, and online resources to support learners.
This document provides information about the AoC Beacon Awards for 2014/2015, which recognize excellence in further education. It outlines 14 award categories sponsored by various organizations and the criteria for applications. Colleges are invited to apply for awards between July and October 2014 by submitting information about initiatives that promote exemplary teaching and learning. Winning colleges will be announced in November 2014 and receive monetary grants to further develop their initiatives.
OCR is a not-for-profit organization focused on enhancing education through assessment that has supported the AoC Beacon Awards for 21 years. As a leading UK awarding body, OCR engages over 4 million learners in over 8,000 centers to help them achieve their full potential and is one of the top three providers of vocational qualifications. OCR provides an extensive portfolio of skills qualifications beyond A Levels and GCSEs, including apprenticeships, to promote progression and employability through collaboration with industry and education partners.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills Beyond School Review of KazakhstanEduSkills OECD
A Skills beyond School Review of Kazakhstan examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The National Association for Managers of Student Services (NAMSS) is a membership organization established in 1987 that represents managers of student services in post-16 education. NAMSS has over 320 college members and 700 individual members across England, Scotland, Wales, and North Ireland. NAMSS works with government departments and other stakeholders to represent its members and champion learners. NAMSS holds an annual conference and other events to provide professional development for its members. The NAMSS Award for Student Support recognizes colleges that demonstrate successful and innovative student support through effective leadership, a range of support services, learner engagement, and partnership working.
Ss submission presentation final draftDon Gilhooly
The ACTT submission makes recommendations to the Board of Vocational Education and Training regarding the NSW Smart & Skilled policy. It addresses increasing VET participation, targeting VET to business and industry needs, and the role of TAFE NSW. Key recommendations include maintaining or increasing funding for TAFE to ensure quality training, balancing contestable and public funding, keeping course fees accessible, and improving pathways, support services and completion rates for disadvantaged learners.
This document is a prospectus for the 2014/2015 AoC Beacon Awards. It outlines 14 award categories that recognize excellence in teaching, learning, leadership, partnerships, and innovation in further education. Winning colleges receive monetary grants between £3,000-£5,000 to continue developing their initiatives. The awards aim to promote sharing of best practices across the further education sector.
VTCT is a specialist awarding organization that has offered world-class vocational qualifications in the UK service sector since 1962, including in areas like hairdressing, beauty therapy, complementary therapies, sports and active leisure, hospitality and catering, business, and more. VTCT qualifications are regulated across the UK and awarded by over 800 approved training centers and colleges internationally. VTCT takes a specialist approach, providing a comprehensive range of qualifications in each subject area along with customer service, training, and online resources to support learners.
This document provides information about the AoC Beacon Awards for 2014/2015, which recognize excellence in further education. It outlines 14 award categories sponsored by various organizations and the criteria for applications. Colleges are invited to apply for awards between July and October 2014 by submitting information about initiatives that promote exemplary teaching and learning. Winning colleges will be announced in November 2014 and receive monetary grants to further develop their initiatives.
OCR is a not-for-profit organization focused on enhancing education through assessment that has supported the AoC Beacon Awards for 21 years. As a leading UK awarding body, OCR engages over 4 million learners in over 8,000 centers to help them achieve their full potential and is one of the top three providers of vocational qualifications. OCR provides an extensive portfolio of skills qualifications beyond A Levels and GCSEs, including apprenticeships, to promote progression and employability through collaboration with industry and education partners.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills Beyond School Review of KazakhstanEduSkills OECD
A Skills beyond School Review of Kazakhstan examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The National Association for Managers of Student Services (NAMSS) is a membership organization established in 1987 that represents managers of student services in post-16 education. NAMSS has over 320 college members and 700 individual members across England, Scotland, Wales, and North Ireland. NAMSS works with government departments and other stakeholders to represent its members and champion learners. NAMSS holds an annual conference and other events to provide professional development for its members. The NAMSS Award for Student Support recognizes colleges that demonstrate successful and innovative student support through effective leadership, a range of support services, learner engagement, and partnership working.
The document summarizes the findings of an OECD review of postsecondary vocational education and training in Korea. It outlines several strengths of Korea's system, including high educational achievement, strong research, and responsive policymaking. However, it also notes challenges such as weak industry links, variable program quality, and mismatches between skills training and labor market needs. The review concludes with recommendations on how Korea can improve industry involvement, quality assurance, skills transparency, and responsiveness to the changing economy.
This document is an application form for the Beacon Awards, which recognizes initiatives at colleges that promote exemplary teaching and learning. The form requests information about the applicant, their college, the award for which they are applying, and the initiative being submitted. It specifies that the application must be no more than 3,000 words and address criteria including the initiative's aims, how it meets the sponsor's criteria, management, outcomes for learners, and benefits for other colleges. Applicants must submit one copy of Part 1 and five copies each of Parts 2 and 3, including supporting evidence, by July 2nd.
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The document summarizes the key budget drivers for the Franklin Public Schools district, with the largest expenses being salaries (75% of budget) and health insurance (8% of budget). Special education accounts for 16.7% of total enrollment and is a major cost driver due to tuition for out-of-district placements, transportation, and staffing costs for programs and services. The district strives to provide services to students with disabilities in the least restrictive environment possible while balancing student needs with fiscal responsibility.
The AoC Beacon Awards Programme recognises and promotes collaboration between further education colleges, businesses, and other organizations. The awards highlight innovative teaching practices, support for learners, commitment to diversity, and other contributions colleges make. Winning colleges receive development grants of £3,000-£5,000 to advance their initiatives and share exemplary practices with the sector. A steering group provides guidance for administering the awards program.
The document discusses Australia's vocational education and training (VET) system. It outlines that VET provides education and training for work and is part of Australia's broader education network. The VET system includes three sectors - higher education, vocational education and training, and schools. It also discusses the national training framework, training packages, qualifications framework, and government strategies and investments to support skills development and training.
This document discusses cross-border higher education in East Africa, outlining opportunities, status, challenges, and a way forward. It notes that while collaboration has occurred, full integration has yet to happen. Key points include: opportunities exist due to demand exceeding what local institutions can supply, and benefits include more access and alliances; while status shows interaction, competition remains; challenges involve diversity across systems and affordability; and moving forward requires more collaboration, quality focus, and coordination between stakeholders.
What Can Budget 2014 do for Education in Indiameetasengupta
The document outlines 15 funding proposals for the 2014 India budget related to education. The proposals include: 1) increasing spending on education to 3-6% as promised and linking it to governance processes and outcomes; 2) allocating funds to support school accountability, governance, and outcomes; 3) providing cash incentives and training for new teachers to reduce shortages. The proposals aim to improve various aspects of the education system including teacher performance, digital literacy, vocational learning, research, and financing options like student loans.
Universities as Regenerators: Kerrie Norman, Flinders Chase Place North West
This document discusses linking education to regeneration through capital projects. It outlines the fragmented current education system with multiple funding streams from schools through further education and universities. It identifies opportunities for stronger collaboration between universities, further education colleges, schools, and local employers to improve student outcomes and develop education programs that meet local skills needs. Regional coordination and planning of education provision is needed to deliver sustainable projects that connect education institutions across age ranges.
The document proposes a solution called Employability Enhancement Bonds (EEBs) and an online platform called KarmaNet to address India's high unemployment rate by improving skills training. EEBs would allow the government to raise private funds for skills programs run by third parties. Returns for investors and payments to training providers would depend on programs meeting employment targets. KarmaNet would connect unemployed youth with training opportunities and employers' skill needs. This outcomes-based approach aims to increase accountability and ensure funds only support effective training programs.
The document outlines information about the AoC Beacon Awards, which recognize excellence in further education colleges in the UK. There are multiple award categories that honor achievements in areas like teaching, leadership, partnerships, and inclusive learning. Colleges can apply for the awards, and winning colleges receive small grants to continue developing their programs. The application and assessment process involves initial applications, site visits for shortlisted colleges, and final selections made by an awards steering group. The goal is to promote best practices in further education and benefit both colleges and their industry sponsors.
The document outlines 12 award categories for the Northern Territory Training Awards that recognize excellence in vocational education and training. The categories include individual awards for students and teachers as well as organizational awards for employers and training providers of different sizes. Winners of the individual categories will represent the Northern Territory at the Australian Training Awards, while winners of the organizational categories will be shortlisted for national awards. Nominations for the Northern Territory Training Awards close on May 3, 2016.
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
The document provides an overview of Australia's national vocational education and training (VET) system, including its key components, governance structures, and national strategies. It describes the VET system as industry-led, nationally consistent, and focused on delivering high-quality skills training. Key elements of the system include training packages, accredited courses, the Australian Quality Training Framework, and Industry Skills Councils.
The budget proposal from CISD includes the following key points:
- It serves a student population of 13,500 students from pre-K to 12th grade across 10 elementary schools, 3 middle schools, 2 high schools, and alternative campus.
- The budget prioritizes maintenance funding to repair school buildings and seeks to reduce costs to $100 per student while expanding programs for career training and high-achieving students.
- The proposal outlines various federal and state funding sources they plan to apply for including Title I, Title II, technology grants, and aims to receive $16 million from Improving the Academic Achievement of the Disadvantaged Grant.
- It proposes an line-item approach to budget
Guidance on the register of apprenticeship training providers (RoATP) 9 Nov ...City & Guilds
The second of our autumn webinars, will help you get to grips with how to submit your application to the RoATP.
In order to supply apprenticeships from May 2017, you’ll have to fulfil the requirements of the Register. With our help, you’ll be in the best possible position to successfully apply.
Please note that the information in this webinar is correct as of the date of airing on 9 November 2016.
The document discusses proposals for student number controls in the UK for 2012-2013. It outlines plans to remove controls for students achieving AAB+ equivalent grades, allowing universities to recruit as many of these students as they wish. It also proposes creating a "core and margin" approach, removing controls for 20,000 places focused on quality provision with average fees of £7,500 or less, to increase competition and choice. Universities would bid for these places. It seeks comments on the proposals and their potential impacts.
Local Control Funding Formula 101 presentation by the Santa Clara County Offi...district5united
Local Control Funding Formula 101 presentation by the Santa Clara County Office of Education. The presentation was provided at the Local Control Funding Formula 101 Community Forum and Discussion held on October 29, 2013, at James Lick High School in San Jose, CA.
This document outlines Bridgwater College's admissions policy for higher education programs beginning in 2015. It details the principles of fair access, governance structure, roles and responsibilities of admissions staff, and general admissions requirements. The policy aims to provide a professional admissions process and equal access to programs for all qualified applicants. Admissions decisions are made based on merit and an applicant's ability to meet academic and non-academic criteria.
2017 Apprenticeship Plus Youth Program Grant Application Information SessionIllinois workNet
The Department of Commerce coordinated a webinar to provide organizations with information regarding the application requirements for the 2017 Apprenticeship Plus Youth Program Notice of Funding Opportunity (NOFO).
This presentation provides a high level overview of the following elements of the Canada-Ontario Job Grant:
- Background
- Program Description
- Eligibility and Requirements
- Program Delivery
- The Application Process
Apprenticeship Levy Conference - Coventry (Summer 2016)The Pathway Group
Manager
Barista
Professional
Manager
Making the Levy Work
Our Approach
• Early engagement with key clients
• Understanding their needs and challenges
• Developing solutions to maximise levy
• Strategic partnerships with providers
• Quality programmes aligned to standards
• Supporting clients through the process
• Monitoring impact and outcomes
Making the Levy Work
Questions?
Jo Bradford
National Qualifications Manager
Compass Group UK & Ireland
Making the Levy Work
Lunch
12:00 – 13:00
14th July The Welcome Centre Coventry
Headline Sponsor
The Apprenticeship Levy:
What it means for Training Prov
The document summarizes the findings of an OECD review of postsecondary vocational education and training in Korea. It outlines several strengths of Korea's system, including high educational achievement, strong research, and responsive policymaking. However, it also notes challenges such as weak industry links, variable program quality, and mismatches between skills training and labor market needs. The review concludes with recommendations on how Korea can improve industry involvement, quality assurance, skills transparency, and responsiveness to the changing economy.
This document is an application form for the Beacon Awards, which recognizes initiatives at colleges that promote exemplary teaching and learning. The form requests information about the applicant, their college, the award for which they are applying, and the initiative being submitted. It specifies that the application must be no more than 3,000 words and address criteria including the initiative's aims, how it meets the sponsor's criteria, management, outcomes for learners, and benefits for other colleges. Applicants must submit one copy of Part 1 and five copies each of Parts 2 and 3, including supporting evidence, by July 2nd.
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The document summarizes the key budget drivers for the Franklin Public Schools district, with the largest expenses being salaries (75% of budget) and health insurance (8% of budget). Special education accounts for 16.7% of total enrollment and is a major cost driver due to tuition for out-of-district placements, transportation, and staffing costs for programs and services. The district strives to provide services to students with disabilities in the least restrictive environment possible while balancing student needs with fiscal responsibility.
The AoC Beacon Awards Programme recognises and promotes collaboration between further education colleges, businesses, and other organizations. The awards highlight innovative teaching practices, support for learners, commitment to diversity, and other contributions colleges make. Winning colleges receive development grants of £3,000-£5,000 to advance their initiatives and share exemplary practices with the sector. A steering group provides guidance for administering the awards program.
The document discusses Australia's vocational education and training (VET) system. It outlines that VET provides education and training for work and is part of Australia's broader education network. The VET system includes three sectors - higher education, vocational education and training, and schools. It also discusses the national training framework, training packages, qualifications framework, and government strategies and investments to support skills development and training.
This document discusses cross-border higher education in East Africa, outlining opportunities, status, challenges, and a way forward. It notes that while collaboration has occurred, full integration has yet to happen. Key points include: opportunities exist due to demand exceeding what local institutions can supply, and benefits include more access and alliances; while status shows interaction, competition remains; challenges involve diversity across systems and affordability; and moving forward requires more collaboration, quality focus, and coordination between stakeholders.
What Can Budget 2014 do for Education in Indiameetasengupta
The document outlines 15 funding proposals for the 2014 India budget related to education. The proposals include: 1) increasing spending on education to 3-6% as promised and linking it to governance processes and outcomes; 2) allocating funds to support school accountability, governance, and outcomes; 3) providing cash incentives and training for new teachers to reduce shortages. The proposals aim to improve various aspects of the education system including teacher performance, digital literacy, vocational learning, research, and financing options like student loans.
Universities as Regenerators: Kerrie Norman, Flinders Chase Place North West
This document discusses linking education to regeneration through capital projects. It outlines the fragmented current education system with multiple funding streams from schools through further education and universities. It identifies opportunities for stronger collaboration between universities, further education colleges, schools, and local employers to improve student outcomes and develop education programs that meet local skills needs. Regional coordination and planning of education provision is needed to deliver sustainable projects that connect education institutions across age ranges.
The document proposes a solution called Employability Enhancement Bonds (EEBs) and an online platform called KarmaNet to address India's high unemployment rate by improving skills training. EEBs would allow the government to raise private funds for skills programs run by third parties. Returns for investors and payments to training providers would depend on programs meeting employment targets. KarmaNet would connect unemployed youth with training opportunities and employers' skill needs. This outcomes-based approach aims to increase accountability and ensure funds only support effective training programs.
The document outlines information about the AoC Beacon Awards, which recognize excellence in further education colleges in the UK. There are multiple award categories that honor achievements in areas like teaching, leadership, partnerships, and inclusive learning. Colleges can apply for the awards, and winning colleges receive small grants to continue developing their programs. The application and assessment process involves initial applications, site visits for shortlisted colleges, and final selections made by an awards steering group. The goal is to promote best practices in further education and benefit both colleges and their industry sponsors.
The document outlines 12 award categories for the Northern Territory Training Awards that recognize excellence in vocational education and training. The categories include individual awards for students and teachers as well as organizational awards for employers and training providers of different sizes. Winners of the individual categories will represent the Northern Territory at the Australian Training Awards, while winners of the organizational categories will be shortlisted for national awards. Nominations for the Northern Territory Training Awards close on May 3, 2016.
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
The document provides an overview of Australia's national vocational education and training (VET) system, including its key components, governance structures, and national strategies. It describes the VET system as industry-led, nationally consistent, and focused on delivering high-quality skills training. Key elements of the system include training packages, accredited courses, the Australian Quality Training Framework, and Industry Skills Councils.
The budget proposal from CISD includes the following key points:
- It serves a student population of 13,500 students from pre-K to 12th grade across 10 elementary schools, 3 middle schools, 2 high schools, and alternative campus.
- The budget prioritizes maintenance funding to repair school buildings and seeks to reduce costs to $100 per student while expanding programs for career training and high-achieving students.
- The proposal outlines various federal and state funding sources they plan to apply for including Title I, Title II, technology grants, and aims to receive $16 million from Improving the Academic Achievement of the Disadvantaged Grant.
- It proposes an line-item approach to budget
Guidance on the register of apprenticeship training providers (RoATP) 9 Nov ...City & Guilds
The second of our autumn webinars, will help you get to grips with how to submit your application to the RoATP.
In order to supply apprenticeships from May 2017, you’ll have to fulfil the requirements of the Register. With our help, you’ll be in the best possible position to successfully apply.
Please note that the information in this webinar is correct as of the date of airing on 9 November 2016.
The document discusses proposals for student number controls in the UK for 2012-2013. It outlines plans to remove controls for students achieving AAB+ equivalent grades, allowing universities to recruit as many of these students as they wish. It also proposes creating a "core and margin" approach, removing controls for 20,000 places focused on quality provision with average fees of £7,500 or less, to increase competition and choice. Universities would bid for these places. It seeks comments on the proposals and their potential impacts.
Local Control Funding Formula 101 presentation by the Santa Clara County Offi...district5united
Local Control Funding Formula 101 presentation by the Santa Clara County Office of Education. The presentation was provided at the Local Control Funding Formula 101 Community Forum and Discussion held on October 29, 2013, at James Lick High School in San Jose, CA.
This document outlines Bridgwater College's admissions policy for higher education programs beginning in 2015. It details the principles of fair access, governance structure, roles and responsibilities of admissions staff, and general admissions requirements. The policy aims to provide a professional admissions process and equal access to programs for all qualified applicants. Admissions decisions are made based on merit and an applicant's ability to meet academic and non-academic criteria.
2017 Apprenticeship Plus Youth Program Grant Application Information SessionIllinois workNet
The Department of Commerce coordinated a webinar to provide organizations with information regarding the application requirements for the 2017 Apprenticeship Plus Youth Program Notice of Funding Opportunity (NOFO).
This presentation provides a high level overview of the following elements of the Canada-Ontario Job Grant:
- Background
- Program Description
- Eligibility and Requirements
- Program Delivery
- The Application Process
Apprenticeship Levy Conference - Coventry (Summer 2016)The Pathway Group
Manager
Barista
Professional
Manager
Making the Levy Work
Our Approach
• Early engagement with key clients
• Understanding their needs and challenges
• Developing solutions to maximise levy
• Strategic partnerships with providers
• Quality programmes aligned to standards
• Supporting clients through the process
• Monitoring impact and outcomes
Making the Levy Work
Questions?
Jo Bradford
National Qualifications Manager
Compass Group UK & Ireland
Making the Levy Work
Lunch
12:00 – 13:00
14th July The Welcome Centre Coventry
Headline Sponsor
The Apprenticeship Levy:
What it means for Training Prov
The Changing Landscape for Funding Apprenticeships & TrainingThe Pathway Group
An insight into the changing landscape of funding within apprenticeships and training; this presentation focuses on the HEALTH & SOCIAL CARE SECTOR, in particular.
The Changing Landscape for Funding Apprenticeships & TrainingThe Pathway Group
This presentation primarily focuses on the Health and Social Care sector.
Information about the apprenticeship reform; including the apprenticeship levy, new apprenticeship standards, and end point assessments.
The changing landscape for funding apprenticeships and training naidexThe Pathway Group
The changing landscape for funding apprenticeships and training with a focus on the Health and Social Care Sector originally presented at the Naidex Conference between the 28th – 30th of March 2017. It discusses the changes to apprenticeships including end point assessments and the areas of apprenticeship growth. It goes on to displace to common Myths and goes on to look at the customer suppler relationship.
The changing landscape for funding apprenticeships and training naidexThe Pathway Group
The changing landscape for funding apprenticeships and training with a focus on the Health and Social Care Sector originally presented at the Naidex Conference between the 28th – 30th of March 2017. It discusses the changes to apprenticeships including end point assessments and the areas of apprenticeship growth. It goes on to displace to common Myths and goes on to look at the customer suppler relationship.
BPP UNIVERSITY SCHOOL OF BUSINESS & TECHNOLOGYSalema Veliu
The document discusses degree apprenticeships in the UK, including their history, how they work, available degree topics and sectors, duration, benefits, and learning outcomes. Degree apprenticeships combine full-time paid work with part-time university study, allowing candidates to earn a bachelor's or master's degree while gaining practical job training. Apprentices spend time at university and with their employer. This helps students apply their learning in a hands-on work environment.
A presentation on how Skills for Care can support the sector given by Claire Smout from Skills for Care Locality Manager for Birmingham, Shropshire, Solihull and Telford & Wrekin
It outline who they are and what they do with a section on funding for the sector.
A presentation on how Skills for Care can support the sector given by Claire Smout from Skills for Care Locality Manager for Birmingham, Shropshire, Solihull and Telford & Wrekin
It outline who they are and what they do with a section on funding for the sector.
Tips 2 grow your business by Pathway,How to Find Great Staff for GrowthThe Pathway Group
Finding funding for staff training, How to Find Great Staff for Growth,
To save your business from making bad hiring decisions Pathway2Grow has devised some useful
tips to help you think out-of-the-box and attract quality staff to help your business grow in an
otherwise stagnant economy.
All Matters Regulatory - Apprenticeship Training Material - Pathway Group.pptThe Pathway Group
All Matters Regulatory - Apprenticeship Training Material - Pathway Group.ppt
A powerpoint talking about the regulatory bodies when it comes to apprenticeships, along with what they do and how they work.
All Matters Regulatory - Apprenticeship Training Material - Pathway Group.pdfThe Pathway Group
All Matters Regulatory - Apprenticeship Training Material - Pathway Group.ppt
A powerpoint talking about the regulatory bodies when it comes to apprenticeships, along with what they do and how they work.
The document provides information about Benchmark College, including its history, qualifications offered, delivery methods, policies and procedures. It summarizes Benchmark's philosophy of putting students at the center of its service and commitment to lifelong learning and pathways for growth. It outlines over 20 nationally recognized qualifications available across various industries such as business, early childhood education, aged care, retail and warehousing. The document provides details on the application and enrolment process as well as available delivery methods including traineeships, classroom training and recognition of prior learning.
The document discusses the evolving regulatory landscape for higher education in England. It notes the increasing diversity of higher education providers and students. The regulatory framework is being updated administratively through tools like the Register of HE Providers rather than legislative changes. Quality assessment approaches may also be revised following consultations. Regulations around student protection and specific course designation are other areas under review to ensure a sustainable and equitable system as the higher education sector becomes more diverse.
The document discusses the evolving regulatory landscape for higher education in England. It notes the increasing diversity of higher education providers and students. The regulatory framework is being updated administratively through tools like the Register of HE Providers rather than legislative changes. Quality assessment approaches may also be revised following consultations. Regulations around student protection and specific course designation are important to maintain standards and equitable treatment as the sector becomes more diverse. Legislation may eventually be needed to address issues and properly regulate the changing HE landscape.
- 2017 was a busy year for UCAS and the higher education sector, with new tools, qualifications reforms, and technological enhancements. UCAS saw double the audience reach of a popular TV show during confirmation and clearing.
- Acceptances were down 1% at the end of the cycle compared to 2016, but clearing was faster this year. Direct clearing acceptances were up 9%, with most going to older UK applicants staying close to home for business and medical programs.
- Looking ahead, UCAS is focusing on qualifications changes in 2018, forecasted declines in UK 18-year-olds but increases in non-EU and mature applicants, the rise of apprenticeships, and refreshing its strategy for 2018-on
Have a look at a presentation from the Workshop in Nice which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP). The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so they acquire the skills needed for today's job market. In this presentation Côte d'Azur University will take you through planning, managing, and promotion of graduates employability in cooperation with employers and will introduce different services to support the students in this regard.
Similar to Itab roadshow sa s__pptx presentation final (20)
Wollongong presentation industry RTOs automotiveLeon Drury
This document discusses trends in the transportation industry in Australia, including automotive, aviation, rail, maritime, and logistics. It outlines key developments like the increasing automation of vehicles and ports. Electric vehicles like Teslas are growing in popularity due to their performance and safety. While domestic car manufacturing is declining, related industries like sales, service, and repairs will still employ over 300,000 Australians. Emerging technologies are creating new skills demands across transportation sectors.
This document discusses developments in the automotive, transportation, and logistics industries in Australia. It outlines key technological advances in cars like electric starters, radios, and modern conveniences. Tesla's plans to develop solar roofs and self-driving cars are transforming the industry. While domestic car manufacturing is declining, related industries like sales, service, and repair will still employ over 300,000 Australians. Growing e-commerce is increasing freight demands. The document identifies in-demand jobs and qualifications in automotive, road transport, aviation, rail, maritime, and warehousing fields to keep up with technological changes.
TSNSW industry forum presentation august 17 (3)Leon Drury
This document summarizes proposed changes to the Apprenticeship and Traineeship Amendment Bill 2017 in New South Wales. It outlines plans to strengthen requirements for training providers around consultation with employers, training contracts and plans. It proposes increasing penalties for offenses, removing some certificate categories, and transferring complaint and review functions to the Commissioner for Vocational Training and NSW Civil and Administrative Tribunal. Key industries for priority skills training are also identified.
Skills IQ joint ITAB workshop presentation - schoolsLeon Drury
This document summarizes the role and activities of SkillsIQ Limited, the NSW Industry Training Advisory Body (ITAB). SkillsIQ advises the NSW government on training and skills needs for several service industries, including retail, sport and recreation, tourism, and hospitality. It has industry advisory committees for sport/recreation, tourism/hospitality, and wholesale/retail. The document discusses apprenticeships, traineeships, and school-based programs available in these industries, as well as industry perspectives on vocational education and training in schools. It provides employment outlook information for each industry, noting expected job growth. Contact details are provided for more information.
Skills IQ joint ITAB workshop presentation - Illawarra industry RTO workshopsLeon Drury
SkillsIQ Limited supports various industries in Australia through 18 Industry Reference Committees. The document discusses challenges and opportunities in the sport and recreation, wholesale/retail/personal services, and tourism/hospitality industries. It provides employment outlook data showing expected job growth in various occupations in each industry through 2019. Current training package work is also outlined for each industry.
Public sector Illawarra workshop 30 august 17Leon Drury
This document provides an overview of the industries covered by the AIS NSW Industry Training Advisory Body, including Corrections, Local Government, Public Safety, Public Sector, and Water. It outlines the number of people employed in each industry, any reported occupation shortages, the relevant training packages and qualifications, and any current or planned training package development work.
NSW Joint ITABs power point short versionLeon Drury
Norm Cahill is the Executive Officer of the NSW Utilities & Electrotechnology ITAB. NSW Industry Training Advisory Bodies (ITABs) work with stakeholders to ensure a viable workforce through workforce planning, development, and skills training opportunities. ITABs provide advice to the NSW government and industries on vocational education and training matters, apprenticeships and traineeships, and ensuring training packages meet industry needs. ITABs have a contractual relationship with Training Services NSW to provide an independent voice on skills needs, training, and workforce development issues for the industries each ITAB represents.
NSW Electro career presentation short versionLeon Drury
The document discusses the utilities and electrotechnology industry which includes activities like construction, installation, servicing, and maintenance of electrical, electronics, refrigeration, air conditioning, communications, and renewable energy systems. It notes the industry requires technically competent people in various occupations like tradespersons, operators, technicians, managers, and engineers. Some common roles include electricians, refrigeration and air conditioning technicians, and electronics and communications technicians. Employers generally prefer applicants who have completed years 11 and 12 of high school as the work involves technical skills and math, science, and communication abilities. Completing a certificate or pre-apprenticeship program can also help lead to an apprenticeship in the industry.
Manufacturing Skills Australia NSW ITAB Illawarra presentationLeon Drury
This document provides information about the NSW Manufacturing Skills Australia Industry Training Advisory Board (MSA ITAB). It seeks regional representatives for various manufacturing industries. It shows manufacturing employment statistics by state and region. It lists in-demand occupations in manufacturing based on job vacancies. It provides details on the training packages and qualifications covered by the MSA ITAB for various manufacturing industries like metals/engineering, aerospace, laboratory operations, sustainability, chemicals, plastics, manufactured minerals, and textiles/clothing. It gives information on past versions and current qualifications covered in the metals/engineering training package. It also lists potential new projects.
The document discusses a roadshow held by NSW ITAB on August 30-31, 2017 in Wollongong. It covered several topics related to skills recognition and trades recognition for electrical trades. It provided an overview of the current skills recognition pathways and a proposed new model for trades recognition through Trades Services NSW. It also discussed the review and transition of several national training packages, including updates on units of competency added, establishment of industry reference committees, and expected completion timelines. Apprenticeship and traineeship commencement numbers from 2016-2017 were presented, showing both increases and decreases in various trades. Initiatives to increase apprenticeships among underrepresented groups were also mentioned.
This document contains information about career opportunities and training pathways in the community services and health industry in New South Wales, Australia. It includes statistics on projected employment growth in different industries and occupations within the sector. Graphs show growth in areas like healthcare, aged and disability care, and education support roles. The document also outlines qualifications and courses that can lead to roles in areas such as aged care, education support, and school age education and care. Career pathways and progression within the industry are depicted.
This document contains information from various sources about employment trends in the community services and health industry in the Illawarra region of New South Wales, Australia. It shows that healthcare and social assistance currently makes up the largest share of employment at 23% and is projected to see the most employment growth over the next few years. The document also provides data on traineeships in the industry by region and projected growth in certain occupations. In summary, it outlines current employment patterns and projected growth areas in the community services and health sector in Illawarra.
Agrifood workforce development presentation for illawarra sts workshop august...Leon Drury
This document provides information on vocational education and training (VET) programs and developments in New South Wales, Australia. It outlines the industries covered by the NSW Agrifood Industry Training Advisory Body including agriculture, horticulture, food processing, and more. It then discusses current VET initiatives such as new training package developments, apprenticeship and traineeship opportunities, pre-apprenticeships, and skill set funding. Finally, it provides updates on the latest national and state VET policies, programs, and regulatory changes.
Agrifood illawarra presentation schools august 2017Leon Drury
This document discusses emerging skill needs across various sectors of the NSW agrifood industry, including agriculture, horticulture, conservation, animal care, food processing, seafood, and racing. It identifies skills in areas like business management, biosecurity, data analytics, and new technologies. It also provides examples of training opportunities through apprenticeships and traineeships in certificates related to these industries. The conclusion emphasizes developing world-class business skills, attracting adaptive workers, increasing workforce skills, innovation adoption, and regional skill development.
ACFIPS Ltd is a New South Wales Industry Training Advisory Body (ITAB) responsible for industries including arts, communications, finance, property services, and information technology. It identifies skills needs in these industries through consultation and works to ensure vocational education and training provides qualifications aligned with job outcomes. In-demand skills mentioned include digital marketing, data analytics, cyber security, and technical production roles. Skills shortages exist in areas like network infrastructure, cloud applications, data analysis, and security services. School-based traineeships have had limited uptake but are most popular in business services qualifications.
Acfips rto's & industry presentation version 1 2017 Leon Drury
Arts, Communications, Finance Industries & Property Services Ltd (ACFIPS Ltd) is a NSW State Industry Training Advisory Body (ITAB) responsible for the arts, communications, finance industries, and property services. ACFIPS undertakes consultation activities like focus groups and site visits to identify skill needs and works with industry and government. ACFIPS communicates workforce needs to the NSW Government and relays policies back to industry partners. Apprenticeship and traineeship numbers have been down in 2017 compared to previous years across ACFIPS' sectors.
In an attempt to restructure the MEIA Leon Drury gave this presentation to meeting attendees on the 6th of September at Mount Druitt TAFE College to inspire collaboration to continue the work of the MEIA
Western Student Connections conference workshop PresentationLeon Drury
The document discusses the future of manufacturing in Western NSW and the skills needed to succeed. It outlines that manufacturing must incorporate products and services, focus on global markets, collaborate for innovation, and adopt digital technologies. It also emphasizes the importance of developing conceptual, problem-solving, technology, and reflexive skills through STEM education and workforce training. Specific resources and tools from the Manufacturing Skills Australia organization are highlighted for supporting skills development, including MskillsManager, My Skills, and Training Package pages.
Itab roadshow sa s__pptx presentation finalLeon Drury
This document discusses the Smart and Skilled initiative in NSW, which reforms the state's vocational education and training system. Key points:
- Smart and Skilled introduces an entitlement program for qualifications up to Certificate III, funded by the NSW government and available at TAFE NSW and approved private providers.
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- The system aims to be more consumer-driven by introducing a single price for each qualification, regulated provider fees, and a new website for students and employers to
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. NSW Industry Training Advisory Bodies
(ITABs) are autonomous, industry-based
peak bodies that work with all stakeholders
to ensure a viable workforce through
workforce planning, workforce development
and skilling opportunities.
3. NSW ITABs have a contractual relationship
with the NSW Department of Education and
Communities to provide an independent voice
on skill needs, training and workforce
development issues for the industries each
ITAB represents
4. NSW ITABs have bi-partite or tri-partite
boards with a mix of employer, peak industry
and union representation maintaining their
industry relevance and overseeing
governance requirements.
5. ITABs underpin the industry training advisory
process, strengthening and stabilizing the
relationship between industry and
government by providing advice to inform
strategic policy direction, program
development and research.
6. There are eleven NSW ITABs
Arts, Communications, Finance
Industries & Property Services
Construction
Community Services & Health
Food, Primary Industries &
Racing
Forestry
Manufacturing & Engineering
Public Sector
Resources & Infrastructure
Sport & Recreation, Tourism &
Hospitality & Wholesale, Retail
& Personal Services
Transport & Logistics and
Automotive
Utilities & Electrotechnology
7. Made submissions on development of Smart
and Skilled Project
Provided advice on participants for
consultation workshops around NSW
Consulted about development of Draft Skills
Lists
Consulted about priorities for Skills List
Provided advice regarding prices, fees and
subsidies
In all of these areas ITABs were only one
source of advice and information
8. The following presentation was developed by
the Smart and Skilled Policy Team of NSW
DEC.
All information provided is freely available
through the Smart & Skilled Website.
At the end of the session those present will
attempt to answer any questions.
However any questions regarding policy will
need to be directed to the Smart & Skilled
Policy Team
10. Smart and Skilled is part of COAG reform to increase
productivity & participation
Policy goals
Increase productivity
& participation
National Partnership
NSW 2021 State Plan
11. It is a major reform to the NSW training system
• A student entitlement for entry-level qualifications, where students can
select the approved provider that best meets their needs
• Targeted Priorities for higher-level qualifications and part qualifications
Consumer-driven system
Priority skills •One Skills List to define what qualifications government will subsidise
New prices and fees • Changes to how prices, fees and subsidies are set and loans for higher
qualifications
• Strengthened Quality training quality measures and consumer protection
•Website for students and employers on training, jobs and quality
• Quality information on providers on the Website Better information
12. A staged implementation of reform is underway
Dec 2013
Released:
Quality
Framework
Skills List
Jan 2014
Roll-over
contracts
2014 Skills List
Student
transition
arrangements
May 2014
Released:
2015 prices, fees
and subsidies
2015 Skills List
IPART Final
Report
June 2014
Provider
Application
(closed 8th Aug)
Late 2014
Smart & Skilled
website
Information on
approved
providers and
courses
Jan 2015
Entitlement
with regulated
fees
13. The Entitlement will start from 1 January 2015
The Entitlement:
Covers • Select Foundation Skills courses, full qualifications from
Certificate II to III, apprenticeships and selected new entrant
traineeships
•2015 Skills List defines which qualifications are funded
Is delivered by • TAFE NSW and approved private and community providers
Is consumer-driven • Students can choose the approved provider that best meets
their needs
•Funding will follow the student to the provider of their choice
14. Funding will also be available for Targeted Priorities
What is
covered?
• Purchased training in:
Under Smart and Skilled the NSW
Government will also fund:
• Skills sets and short courses
• Pre-vocational training
full qualifications from Cert IV to Advanced Diploma
• 2015 Skills List defines funded courses
Who
delivers it?
• Places will be purchased from TAFE NSW and approved
private and community providers
• Student choice will be subject to availability of places
15. There are different eligibility requirements for the
Entitlement and Targeted Priorities
Meets Smart and Skilled
personal eligibility
• be an Australian citizen,
permanent resident or
humanitarian visa holder, or
New Zealand citizen, and
• be aged 15 years or older, and
• no longer be at school, and
• live or work in NSW
To be eligible for the entitlement
students must not have completed a
Certificate IV or above.
Does NOT hold a Certificate IV or
above
Holds a Certificate IV or above
Eligible for the Entitlement
Eligible for Targeted Priorities
NOT eligible for the Entitlement
except apprenticeships and
traineeships
Eligible for Targeted Priorities
Students registered as a NSW apprentice or new entrant trainee are eligible. Existing worker trainees are ineligible.
16. Training prices will be the same for all providers so that
competition is based on quality not price
Current System New System
Three models of pricing:
TAFE NSW prices
regulated prices for contested
apprentices and trainees
market tendered prices for
contested full and part
qualifications
One model of pricing based on:
efficient cost to deliver training
national standards
17. The price of a qualification paid to providers will be
made up of a government subsidy and a student fee
Student/employer
contribution
Student
fee
Subsidy to
provider
= Qualification
price +
NSW Government
contribution
18. Location loading will support students in remote and
regional areas
Providers may be eligible for additional funding in the form of
loadings to support students in remote and regional areas in
recognition of the higher costs of training delivery:
• 10% price loading for regional students
• 20% price loading for remote students
• Maximum of one location loading per student
• Location loadings are not available for on-line delivery of
training
19. Needs loadings will support students with special needs
Providers may be eligible for additional funding to support
students with special needs in recognition of the higher costs
of learning :
• 15% price loading for Aboriginal and Torres Strait
Islander students
• 15% price loading for students with a disability
• 10% price loading for long-term unemployed students
• Maximum of one needs loading per student
• Needs loading is available for on-line delivery of
training
20. Students will contribute to the cost of training and be
charged per qualification instead of annually
Student fees will:
• be set for the whole qualification not as annual fees as at
present
• be lower for lower level qualifications
• vary by industry, recognising that not all costs are the same
• be lower for students doing their first post school
qualification
• be the same for the same qualification regardless of the
training provider chosen.
21. Concession fees will apply to courses up to Certificate IV
Concession fees per qualification level
Qualification level 2015
Foundation course $80
Certificate I $120
Certificate II $160
Certificate III and IV $240
Diploma and
Advanced Diploma
Outreach
52%
No concession
Diploma and
Advanced Diploma
students will have
access to VET FEE-HELP
loans
Fee exemptions will continue for all Aboriginal students, and for students with a
disability for their first course of the calendar year
22. Providers calculate transition fees for continuing students
based on a simple formula
• Training Providers will need to calculate transition fees
• Transition students pay the portion of training that completes
the qualification. The fee is for the remainder of the course,
not an annual fee.
*Nominal hours is the length of the course as determined by the provider
23. Smart and Skilled sets a high quality bar for providers
Industry
engagement
Strong
regulation
Effective
contracting
Selecting the
right providers
Performance
monitoring
Validation of
Teaching assessment
and
leadership
Informed
consumers
Evaluation
Consumer
protection
The Smart and Skilled Quality
Framework is based on nine
quality principles
24. There are stringent rules for marketing strategies to
attract learners
Providers
must:
Providers
cannot:
• Only market their connection to Smart
and Skilled in accordance with the
Operating Guidelines.
• Publish information on all approved
qualifications.
• Make sure that eligible students are
informed about the availability of
subsidised training.
• Suggest that Subsidised Training is
‘free of charge’, discounted or
subsidised by the Provider or a third
party.
• Engage in conduct which encourages
students to choose a Provider based
on price or other inducements for
example:
- Gifts such as iPads
- Incentives to enrol/complete by
a particular date
- Incentives to refer a friend to a
Provider.
25. Employers can expect training providers to comply
with the Smart and Skilled Contract
Fee information
• Providers must develop and implement their own policies in relation to levying and refunding fees
(in accordance with the Fee Administration Policy).
Consumer
Protection
• Providers must develop and implement their own consumer feedback and complaints handling
policies, procedures and systems .
Apprenticeships
& Traineeships
• Providers must develop a Training Plan for the delivery of subsidised training in consultation with
the employer and enrolled student and in a customised manner considering the nature of the
Employer’s business and the enrolled student’s duties within the workplace.
Industry
Engagement
• Providers are expected to engage with industry and employers to ensure that their program of
training and assessment will result in individuals who are equipped to work in the industry.
26. Employers can ask questions when choosing a training
provider
• What do you know about the
provider?
• Do they have training experience
with similar business in your
industry?
• Are they delivering training that
will improve the skills of your
employees and give you a
business advantage?
• Will they help you work out how
the training will make a
difference to the business?
• Can you establish a business-training
provider relationship?
• What do you know about the
trainers?
• Do they have the necessary
qualifications and industry
knowledge and experience for
your business needs?
• Can they deliver training in a
variety of ways to suit the
business and its people?
• Can they adapt training to suit
learner needs?
• Can they adapt training
content to suit the business
practices and operations?
27. Apprentice and trainee eligibility, choice and fees ensure access to
training and recognise their value to the NSW economy
Apprenticeship
and traineeship
access
Still eligible if
holds a
Certificate IV or
above
Apprenticeship
fee is capped at
$2,000
Trainees pay the
same fees as
those studying
their first
qualification,
regardless of
qualifications
already held
Apprenticeship
and traineeship
delivery
Public Providers
Private
Providers
Enterprise
RTOs
28. A new Smart and Skilled website launched late
October 2014: www.smartandskilled.nsw.gov.au
• Intended for students and employers looking for training or a provider
The website
functionality will
feature:
• Course Finder and
Fee Calculator
• Eligibility Checker
29. Course Finder Features
• Students and employers can:
Search for a course across all
regions and approved training
providers
Find a locally-delivered course
Find all courses delivered by an
approved training provider
across all regions or locally.
30. The STS website will remain: www.training.nsw.gov.au
• Contains information for providers and employers, including apprenticeships and
traineeships information
The STS Online secure
portal features:
• Activity Schedules
• Provider Calculator
• eReporting
Smart and Skilled pages
contain:
• Prices and fees
schedules
• NSW Skills List
• NSW Quality
Framework
• Provider contract &
policies
31. There are new governance arrangements for
managing Smart and Skilled
Office of Education (State Training Services)
manages and provides advice on:
– the NSW Skills List
– price and fee arrangements
– consumer information
– Smart and Skilled approved
providers
– Smart and Skilled Quality
Framework
State Training Services Regional Offices:
– manage local provider relationships
– purchase pre-vocational and part
qualifications
– participate in quality performance
and monitoring
– provide information about training.
Smart and Skilled is governed by Government policy and decisions and by advice
of the NSW Skills Board
32. Further information is available via websites and
subscriber updates
Smart and Skilled
• For more information your first point of call is the State Training Services
website http://www.training.nsw.gov.au
• If you have additional enquiries write to Smart and Skilled
Email: SmartandSkilled@det.nsw.edu.au
• Subscribe to Smart and Skilled updates – via Smart and Skilled on the STS
website
Skills and occupations
• MySkills website - http://www.myskills.gov.au/
• Australian Apprenticeships occupations and training -
http://www.aatinfo.com.au/Home
35. Australian apprenticeship harmonisation
Principles
• Nationally consistent arrangements, supporting
compliance, system efficiency and mobility
• Consistent requirements, rules and procedures,
including
oApprenticeship/Traineeship Pathways
oNominal durations
oProbationary periods
o Training plan template.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
36. Apprenticeships and Modern Awards
• Provision for competency based wage
progression
• Conditions of employment and entitlements
including travel costs, payment of training fees,
and attendance at training; and
• A model school-based apprenticeship schedule.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
37. Competency Based Progression
Progression based on competencies achieved
rather than time served.
Stage 1
•nil entry requirement
Stage 2
•25% of units specified in
the training plan or as
specified in the relevant
VTO or 12 months after
commencement*
• *whichever is the earlier
Stage 3
•50% of units specified in
the training plan or as
specified in the relevant
VTO or 12 months after
commencement of Stage
2*
• *whichever is the earlier
Stage 4
•75% of units specified in
the training plan or as
specified in the relevant
VTO or 12 months after
commencement of Stage
3*
• *whichever is the earlier
Completion
•100% of competencies
achieved
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
38. Competency Based Completion (CBC) –
the NSW model
When qualification achieved
• The Commissioner may invite the parties to
consider CBC
• Both parties must consent to CBC
• Consent may be deemed if parties fail to respond
within 21 days
• If the parties disagree, STS will intervene to
resolve an dispute.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
39. Competency Based Completion - update
Automated competency based completions
79%
1% 6%
14%
0%
Supported
Change date
Deemed
Not supported
Parties disagree
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
40. New South Wales Training Plan
communication development engagement
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
41. Nationally agreed principles
• Identify all parties and set out
their rights and responsibilities
• Set out the qualification and
mode of delivery
• Support competency based
progression and completion
• Be flexible and responsive and
meet industry needs.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
42. A Training Plan must
Be developed by the RTO in
consultation with the
employer and the
apprentice/trainee
Comply with the
Vocational Training Order
(VTO)
Be developed after
an apprenticeship
/traineeship has been
established and
approved
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
43. Training Plan requirements
• Specify Units of Competency for the relevant
qualification
• Be customised to the nature of the employer’s
business
• Support and reflect the apprentice’s or
trainee’s workplace activities; and
• Be reviewed and updated as necessary to
reflect the current status of training.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
44. RTO obligations
• The RTO must be satisfied that the workplace
can support the proposed training program and
address any gaps identified
• Develop Training Plan in consultation with the
employer and the apprentice/trainee
• Deliver training and assessment in accordance
with the Training Plan schedule.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
45. RTO obligations (cont.)
• Engage with the employer and
apprentice/trainee and gain employer
endorsement of competence achieved
• Notify STS of any matters that may impact on
the successful completion
• Notify STS within 28 days when
apprentice/trainee is eligible to receive their
qualification
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
46. Employer responsibilities
• Provide work in accordance with the Training
Plan and relevant to the vocation
• Provide appropriate facilities and supervision by
a qualified or experienced worker
• Release apprentice/trainee with pay to
participate in formal training and/or undertake
self-paced learning and assessment tasks
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
47. Employer responsibilities (cont.)
• Liaise with the RTO in relation to participation
and progress
• Engage with the RTO in relation to endorsement
of competence
• Work closely with the RTO to ensure quality
training and assessment outcomes
• Notify STS within 14 days of any matters that
may impact on successful completion
• Discharge all obligations as an employer.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
48. Apprentice/trainee obligations
• Discharge their obligations as an employee
• Acquire the competencies of the vocation
• Obtain the appropriate qualification.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
49. Variations to Training Plans
• A Training Plan may be varied with the consent
of the parties when there is:
• change of vocation or qualification
• change of registered training organisation
• change of mode of delivery
• extension of term.
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
50. State Training Services
Operates from 16 locations across NSW
Contact us on 13 28 11 or 1300 772 104
Presenter: Andrew Mavrakakis
STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
52. Save $111 on a super early bird conference registration:
Only $549 if you book before 28 February, 2015
Editor's Notes
The key next stage will be the announcement of the Smart and Skilled providers.
By the time of the presentation, the website may have been launched and the course finder available for employers and students to identify what funded courses will be delivered by which approved providers in which region.
There are posters on the Smart and Skilled website that training providers can use to promote training for new and continuing students in 2015.
At the commencement of Smart and Skilled entitlement, eligibility linked to prior education attainment will be mainly based on self-declaration.
In the longer term, the Unique Student Identifier (USI), which will be implemented from 1 January 2015, will be used to confirm eligibility and the level of fee payment.
Smart an d Skilled providers will be required to collect the USI when enrolling students.
Under the USI legislation, students must have a USI for the provider to issue the qualification.
The prices are set based on the methodology recommended by Independent Pricing and Regulatory Tribunal (IPART).
The IPART report is available from the IPART website and the Government Responses to the IPART Report is published on the STS website.
There are fact sheets on the Smart and Skilled website about prices, fees and subsidies in 2015.
The advice is for training providers, employers and students.
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Training providers will be required to have a consumer protection and complaints handling system in place. State Training Services will assist with complaints relating to Smart and Skilled funded training with a provider.
The Smart and Skilled fee administration policy is yet to be released. However, under the Standards for NVR Registered Training Organisations 2012, training providers are required to comply with one of five acceptable fee protection options if they intend to collect student fees in advance.
The new Smart and Skilled website is aimed at providing information for students and employers about Smart and Skilled and enabling them to find training/an approved provider.
See next slide for Course Finder details
The Course Finder utility on the website enables students and employers to search by various terms and keywords in 3 ways:
By Course
By Apprenticeship and Traineeship only
By Training Provider
Searches can be local or across all regions/providers.
The Course Finder’s in-built features include an Eligibility Checker and a Fee Calculator to estimate the student fee.
Users then contact their chosen Smart and Skilled approved training provider to confirm their fee and to enrol. (Contact details are provided in the Course Finder results).
The STS Online secure portal remains an important point of access for approved training providers delivering Smart and Skilled training.
The Smart and Skilled pages on the STS website contain vital documentation such as the NSW Quality Framework, NSW Skills List, prices and fees schedules and provider contract and policies.
There is also important information concerning apprenticeships and traineeships on the STS website.
Students however are encouraged to use the Smart and Skilled website at www.smartandskilled.nsw.gov.au to get information about Smart and Skilled.