In January 2000 Kaye Schofield & Associates was commissioned by the Minister for Post Compulsory Education, Training and Employment, the Honorable Lyn Kosky MP, to undertake an independent investigation into the quality and effectiveness of the apprenticeship/traineeship program in Victoria and to provide recommendations to the Victorian Government on measures by which its quality and effectiveness might be improved.
The full Terms of Reference for the Review, conducted between February and May 2000, are at Appendix 1.
Throughout the Review I was well advised by a Project Reference Group chaired by Ross Oakley, Chair of the Victorian State Training Board. Membership of the
Reference Group is at Appendix 2.
This report draws on information from a range of sources.
Ÿ Stakeholder consultations. During March eleven consultation forums were conducted in Melbourne and ten forums were held in regional Victoria, attended by a total of 231 stakeholders. External stakeholders consulted are listed at Appendix 4. In addition, a consultation forum with PETE officers was also held to seek their views.
Ÿ Individual interviews. Prior to preparing the Discussion Paper, individual interviews were conducted with twelve stakeholders with state or national interests in the apprenticeship and traineeship system and these are also included in Appendix 4.
Ÿ Employer and Apprentice/Trainee Survey. NCS Australia P/L was
commissioned to conduct a telephone survey with a total of 760 employers and 760 apprentices/trainees. The full NCS report is reproduced as Working Paper 1 in Volume II of this report. Working Papers 2 and 3 provide additional analysis of this survey which was undertaken by the Review.
Ÿ Apprentice/Trainee Focus Groups. McDonnell-Phillips P/L was commissioned to conduct four focus groups with 28 apprentices and trainees. The full
McDonnell-Phillips report of these focus groups is reproduced as Working Paper 4 in Volume II of this report.
Ÿ Submissions. Following a public call for written submissions, a total of 99 submissions was received and systematically analysed. Those who made submissions are listed at Appendix 5.
Ÿ Internal data and documents. A range of relevant internal documents was reviewed. The PETE analysis of trends in apprenticeships and traineeships in Victoria 1995–1999 is included at Appendix 6.
Consultations and submissions to this Review have canvassed almost every conceivable aspect of the VET system in Victoria and nationally. The Review has been called on to produce solutions to many important issues including access and equity, student concessions, travel, accommodation and support services, TAFE funding, infrastructure funding, Training Packages, competency-based training and
assessment, the National Training Framework, the Australian Recognition Framework and occupational health and safety.
While all these matters may be in need of creative solutions, producing them is not the central function of this Review.
This Review examines one relatively small but absolutely critical part of the VET system — the Victorian apprenticeship and traineeship system — and it does so within its Terms of Reference. It addresses wider VET issues within Victoria and nationally only in so far as they impact on efforts of Victoria to improve the quality of training in its apprenticeship and traineeship system.
I would like to thank all those who contributed to the Review and to the preparation of this report.
The Project Reference Group provided constructive advice throughout. External stakeholders contributed generously by providing information, making submissions and attending consultations. PETE officers were helpful and co-operative.
I wish to thank Meredith Sussex, Director of PETE, and John Sullivan, General Manager Policy and Planning in PETE, for making available the resources necessary for a comprehensive independent Review and ensuring it proceeded smoothly.
This Review has been a team effort and my special thanks go to the project team who assisted in many ways and whose professionalism and support were never less than exemplary. George McLean’s support on strategic planning, policy and organisational issues was invaluable. Edmund Misson, in the role of Executive Officer to the
Review, has made a major contribution to both the Review’s management and its analysis and preparation of Appendices. Sue Foster also contributed in many ways and I have especially appreciated her part in designing and leading the systematic analysis of the submissions. Geoff Foster generously shared his extensive knowledge of the apprenticeship and traineeship system with the Review and assisted with consultations and the analysis of the industrial relations issues. Anya Richards provided much assistance particularly with the Melbourne and regional consultations and the commissioned research.
I have benefited from the constructive contribution of all stakeholders. Without a co- operative effort, this Review would not have been possible. I trust it will lead to the quality improvements they are seeking.
An optimist is one who sees the doughnut while the pessimist sees the hole. This report has been written by both an optimist and a pessimist.
Kaye Schofield 31 May, 2000
AAB Apprenticeship Administration Branch, PETE ACE Adult and Community Education
AFO Apprenticeship Field Officer
ANTA Australian National Training Authority
ANZSIC Australia and New Zealand Standard Industry Classification AQF Australian Qualifications Framework
ARF Australian Recognition Framework
AVETMISS Australian Vocational Education and Training Management Information Statistical Standard
CBT Competency Based Training
DELTA Victoria’s Contracts of Training database
DETYA Department of Education, Training and Youth Affairs (Commonwealth)
GTC Group Training Company
ITAB Industry Training Advisory Board/Body ITB Industry Training Board
NAC New Apprenticeship Centre
NCVER National Centre for Vocational Education Research NTF National Training Framework
PETE Office of Post Compulsory Education, Training and Employment, Victorian Department of Education, Employment and Training QETO Quality Endorsed Training Organisation
RCC Recognition of Current Competency RPL Recognition of Prior Learning RTO Registered Training Organisation SCH Student Contact Hours
STB State Training Board of Victoria TAFE Training & Further Education VET Vocational Education & Training