Industry consultation has highlighted a necessity for training to be consistent, rigorous, innovative and open and focused on quality outcomes from private and public providers. The National Centre for Vocational Education Research surveys show a high proportion of employer satisfaction with nationally recognised training, traineeship and apprenticeship training. However, employer consultation at a more localised level indicates a deeper dissatisfaction with the quality of training.
Responsive delivery of high quality education and training requires the development of mechanisms for monitoring and responding to labour force skill needs, including industry and employer need for tailored and specific training.
Industry that works closely with schools, the Tasmanian Polytechnic, the Tasmanian Academy, the Tasmanian Skills Institute and the higher education sector match individuals and their qualifications to employers and their skills needs more effectively. Taking a regional approach to skills development, collaboration between industry groups, employers and our higher education and training sectors will achieve more tailored and responsive education and training outcomes. Strengthened partnerships between industry and service providers results in a more responsive delivery, quality outcomes and anticipates future trends.
Service providers meet industry demand for skills and qualifications in a responsive and high quality way through:
- ensuring trainers have the required level of skill to provide training;
- a program of quality audits for public and private registered training organisations;
- anticipating the skills development needs of industry through partnerships, research and analysis of trends; and
- providing advice on ‘e-learning’ strategies that improves business practice and learner provision.
Close interrelation of higher education and the vocational training system improves credit transfer arrangements and provides learners the opportunity of greater articulation between school, Vocational Education and Training and the higher education system. Changes to Post Year 10 education and training through Qualifications and Skills for Tasmania Tomorrow will provide greater choice to learners and provide a higher quality and more responsive education and training outcome.
Reducing the complexity of the training system for clients to access the training they need is essential, along with improved use of technology and connection between learners, providers and state systems.
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The Partnership Agreement (21) between the Tasmanian Government and the University of Tasmania focuses on increased collaboration, innovation, economic development and ways of working in the areas of education, training and workforce needs to improve productivity. Raising educational achievement, developing and promoting skills has economic, social and cultural impacts for the state.
Skills Tasmania has significant influence over this Action Area. Through collaboration with the Tasmanian Qualifications Authority, engagement with providers and partnerships with business and industry Skills Tasmania will support and influence outcomes. Through demanding quality in its purchase of products and services on behalf of learners and enterprises and by setting strict purchasing standards Skills Tasmania can further affect the responsive delivery of high quality education and training. Delivery that is more responsive can occur by funding education and training that places learner and enterprise needs at the centre. This model empowers the consumer. The learner is at the centre of Skills Tasmania’s Productivity through Partnerships pilot initiative, which pilots a new way of funding training.
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Daniel Hanna, CEO Tourism Industry Council Tasmania
“An important part of the visitor experience is delivered through personal contact and it is vital that our people have the skills they need to consistently deliver on visitor expectations. An education and training system that is relevant, highquality, responsive, flexible and valued by business will help our industry deliver.”
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(21) University Council Partnership Agreements
Performance Measures & Targets:
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Increase the proportion of Vocational Education and Training graduates satisfied with the quality of their training.
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| Current (2007): |
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90% |
| 2010: |
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91% |
| 2015: |
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92% |
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Increase the proportion of employers satisfied with Vocational Education and Training.
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| Current (2007): |
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Employers with Apprentices and Trainees 90% |
| Current (2007): |
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Employers providing nationally recognised training 84% |
| 2010: |
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Employers with Apprentices and Trainees 91% |
| 2010: |
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Employers providing nationally recognised training 87%
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| 2015: |
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Employers with Apprentices and Trainees 92% |
| 2015: |
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Employers providing nationally recognised training 90% |
Increase the proportion of University graduates satisfied with their qualification.
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| Current (2007): |
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88% |
| 2010: |
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89% |
| 2015: |
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90% |
Activity in this area:
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Tasmanian Skills Strategy
Increase Participation in Work and Community
