High Use Training Packages – Comments on the comparison data

As a lot of you are probably aware NCVER released some interesting data earlier this month on what they classify as High Use Training Packages, which allows for comparison of the data relating to these packages.  The data is quite interesting particularly when you start to look at it more closely, so today I thought I might look at some of the more interesting points in the data and offer some commentary on it all.

The first thing that jumps out of data is that Early Childhood and the TAE are very big business, with around 125,000 enrollments in Early childhood and 45,000 in the TAE.  To be fair a not insignificant number of the Child care enrollments are dual enrollments, with the student enrolled in both the Certificate III and the Diploma at the same time. Even with that though I think we can safely still suggest that Child care enrollments are nearly double the next nearest competitor which is the TAE.   I do have to admit that I was a little surprised by the sheer number of enrollments in the Certificate IV TAE at around 45,000 it sits right next to Certificate II in hospitality and Certificate I in construction, in terms of enrollments.  The question I want to ask here is if 45,000 people enrolled in the TAE, where are they?  Perhaps this will become clearer though as we move through the data.

If we slice the data in other ways we also find other interesting snippets.  On average across all qualifications and packages females account for about 44% of participants, yet when we look at Aged Care, individual support, Nursing and Child care we see that the participation figure for women jumps to more than 80%, with 94% of all childcare enrollments being female.  At the other end of the scale in carpentry, building and construction and electrotechnology we see the situation reversed with less that 5% of enrollments in those qualifications being female.  Certificate II in kitchen operations and hospitality were the two most popular courses for participants who were still at school, while construction and plant operations were the most popular with indigenous students.

If we look at labour force status there are some statistics which are really obvious, such as the fact that in electrotechnology and carpentry less that 5% of students were not currently employed, which given that these are the two qualifications with  the highest % of students undertaking the qualification through an apprenticeship is hardly surprising.  Labour force status also answers the question about the 45,000 TAE enrollments. 89% of these enrollments were from people who were already employed.  Interestingly 82% of all enrollments in Certificate II in kitchen operations were for people who were not currently employed.

Now while there are some really interesting pieces of data through out the rest of the report, I want to jump over now to the outcomes measures, because this will provide us with an interesting story particularly when we combine it with some of the other data we have seen.  It seems that while a high proportion of those students who undertake kitchen operations qualification ar eno employed when they commence, quite a low percentage of these students namely only 31% actually gained employment after completing the qualification, which is way bellow the national average across all qualifications of 47%.  This figure is terrifying because 74% of the people who undertook this qualification did so for employment related reasons, that is they wanted to get a job.  It seems therefore that if you are unemployed, a certificate II in kitchen operations may not be the best option if gaining employment is what you want to achieve. It also makes me wonder who are the people who are giving these students advice, because it would seem to be very poor quality advice to give someone looking for work that they should enroll in a kitchen operations qualification. This becomes worse when you realise that 60% of students enrolled in this qualification were students who were still at school, in fact it was far and away the most popular choice of enrollment for school students with almost 20,000 enrollments.  But wait there is more, 89% of these enrollments were government funded positions.

WHAT AN ABSOLUTE WASTE OF MONEY!

So schools are delivering a government funded qualification to their students, who just as an aside they are supposed to be preparing for entering the workforce, when it is glaringly clear that the qualification they are delivering is a worthless piece of paper to the vast majority of students undertaking it and does nothing to assist the potential workforce participation outcomes of the students.  To be fair though the school only get $2240 per student (QLD) for the delivery of the qualification, which means that we only spent about $30 million on an utterly worthless qualification.  And people wonder why I think VET in Schools is a travesty.

Enough of that though.  If people who are unemployed do want to undertake a course that will more than likely get them a job, then it is unsurprisingly clear the direction they should be heading in.  Carpentry, Electrotechnology, TAE, Aged Care and Individual support qualifications, followed by Nursing, Childcare and Cookery saw 60+% of students who weren’t employed before training employed after completing their courses.  Makes you think that perhaps we might be better serving our school students by enrolling them in CHC qualifications.

So there a few of the highlights from the data, however there is a lot more in this data set than meet the eye at first glance, particularly when you look at it in terms a range of other workforce data which hopefully I will have the opportunity to talk to you about over the next few weeks.

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Queensland VETiS and the New ATAR, a disaster waiting to happen?

So as some of you may know, I have over the years been quite critical of a range of things which occur in the VET in Schools (VETiS) space, not only in Queensland, but in most other states as well.  Things such as the the clear lack of adherence by school based RTOs to the Standards, the qualifications and depth of industry experience of trainers and assessors (particularly those who are teachers) and the types and levels of qualifications which are being delivered.

So let me be clear right from the outset where my opinion lies, anything higher than a certificate III (and if I am being completely honest even Cert III level often worries me) should not be being delivered within a schooling setting.   The concept of the delivery of Certificate IV, Diplomas and even advanced diplomas to students who have not finished their secondary education is in my opinion ridiculous and fraught with dangers.  In addition while I have nothing but the utmost respect for Teachers, just because you are a teacher does not mean that you know a dam thing about vocational education or the needs of industry in terms of training deliver and assessment, and sorry, but if you are a PE teacher who has been RPLed through a Certificate IV in Training and Assessment and  Certificate IV in Fitness so that you can deliver Certificate III qualifications to your students, unless you have a whole pile of industry experience (and I don’t mean teaching experience I mean actual experience working the industry you are training in), you ARE NOT qualified to train and assess your students and you are not complying with the Standards.

Now that I have been really clear about where I stand on this it will probably come as no surprise that I consider the Queensland curriculum and assessment authority’s (QCAA) stance on VET and the new ATAR system being introduced, as potentially incredibly damaging to the quality of training and assessment being provided to our school students, shortsighted and showing a complete lack of understanding of the VET system in this country, will have a devastating effect on the workforce participation potential and ability to undertake further training of a significant number of students, and is well frankly idiotic.

What you may well ask is happening to elicit this vitriolic response? It is actually quite simple, and revolves around the calculation of ATAR rank, and while on the surface it seems not to problematic, there is a mindset underlying it which has the potential to be incredibly damaging.  When calculating the new ATARs QTAC will calculate ATARs based on either:

  • a student’s best five General (currently Authority) subject results, as is currently the case for the OP system, or
  • a student’s best results in a combination of four General subject results, plus an applied learning subject result.

Now on the surface that seems reasonable, however as is often the case with these things the devil is in the detail and when you look further into what an applied learning subject result might be you find this;

The best result in a:

  • QCAA Applied (currently Authority-registered subject or Subject Area Syllabus subject) or
  • Certificate III or
  • Certificate IV or
  • Diploma or
  • Advanced diploma,

Did the person who came up with this concept, have even the slightest notion of what is, or should i say should be, involved in completing a Diploma of Advanced Diploma.  The QCCA is actively encouraging the delivery of programs of study which almost by definition will be rubbish, because there is simply no way in which (at least in most cases) the assessment requirements for studies at the level that they are talking about can be met within a school setting, and to think that this is possible shows an utter and shameful lack of understanding of VET and the AQF.  Further more they are encouraging the delivery of programs to students, which will make them ineligible for the vast majority of the post secondary VET funding options which are available for when they realise that their Diploma in Business is utterly worthless and will not help them to get a job. Why?  Because for the vast majority of actual funding programs, if you hold anything higher than a Certificate IV in anything you are automatically excluded. 

VETiS in Queensland is already a disaster and this will simply devalue further the qualifications which are being delivered through it more and deeply harm the outlook for students who have been sold the lie that the piece of paper they get from their school saying they are competent at a Diploma level (or really any level at the moment) will get them a job.

Should the TAE qualification have prerequisites?

So as some of you know there has been a lengthy discussion around the new yet to be endorsed Certificate IV in Training and Assessment and one of the things that has come into my mind is around the reasons why people enroll into the qualification and what it is that they want to train after they gain the qualification.

I have over the years encountered a wide variety of people who when I have asked them the question ‘why do you want to do the TAE?’ have answered ‘I want to be a trainer’ which is I guess fair enough until they are asked what it is that they want to train or what skills they have that they want to pass on and they are unable to actually articulate what is it they want to train, they just want to be a trainer.  I have on some occasions where this has happened actually suggested to the person that perhaps we weren’t the best place for them and that another provider might be a better fit for them as we were really focused on what it was they wanted to train people in and working with that.

This all got me thinking, should there be prerequisites for entry into the Certificate IV in Training and Assessment and if we think so, what should they be?  So here is a swing at what it might look like;

  1. Hold a VET sector qualification or
  2. Hold a University level qualification and have substantial workplace experience (at least 3 years) in a relevant VET area, or
  3. Have substantial workplace experience (5+ years) in a relevant VET area.

Why these prerequisites?  Well that is simple under the standards you need to be able to show (small c remember) vocational competencies at, at least the level you want to train and without holding the qualification or having workplace experience that is going to be difficult in my opinion at least.

Now I can hear some people saying, but what about those people who don’t want to train VET sector qualification?  My first question  is well why are these people even considering the TAE qualification? I know the answer mostly has to do with the fact that most employers now set the qualification as a requirement for L&D people even if they aren’t delivering accredited training, but why that is, is a whole other story.  So let’s just put that aside for a moment.  The TAE in its current form is designed for people who are going to be delivering VET qualifications, all of the units on assessment and validation should at the very least be a giveaway.   If you are not going to be assessing then perhaps a course more focused on delivery and design (there are plenty out there) or one of the skills sets might be a much better option.  My second question is then the same as my earlier when, what are they going to train and again if they can’t articulate what it is they want to train, or don’t have substantial experience in an area, then I find it really difficult to see why you want to undertake the program.

Anyway that’s my opinion.

A registration board for the VET sector?

Do we need a Trainer and Assessors registration board?

 

After my previous post and a number of comments and discussions in a variety of forums, I got to thinking about this idea of a registration board for Trainers and Assessors in the VET sector.  Now I know this idea has been floated before, and that there are several groups out there who have or are attempting, as membership organisations, to utilise this idea to lift the general level of professionalism in the industry.  But lets face facts, unless membership of an organisation is linked to some kind of regulated authority to train, then there is always going to be a systematic failure.  There are registration boards for Teachers in all of the states, statutory bodies, set up to regulate and determine who is appropriately qualified and suitable to teach in a our primary and secondary school systems,  so do we need something like that?  A single national registration board for all trainers and assessors in the VET sector.    While I think in the long-term that might be a very good idea, I think there might be an alternative which at least in the shorter term may have a significant effect on the professionalism of the industry.

A registration board for all Trainers and Assessors delivering a Training and Assessment Qualification!

So if you want to be able to train others in the Certificate IV in Training and Assessment or above or any qualification from the TAE package, you would need to be registered by a single national board which provided you with an Authority to Train.  It should like most other boards of its ilk, charge membership fees which would be used to cover the expenses of running the board, and have clearly defined membership entry and maintenance requirements.  These requirements should revolved around skills and knowledge as well as experience.  Imagine the difference that would be made overnight if the ‘TAE registration board’ required 5 years of training experience before you were able to apply for membership to allow you to deliver a TAE qualification.  Gone instantly would be the incidents of doing a weekend TAE this weekend and then teaching the same class the next weekend.  A skills and knowledge component, perhaps an exam could be added into the mix for initial registration, as well as strong on going CPD requirements including delivery thresholds, peer supervision and mentoring requirements, then add to this penalties for non-compliance including suspension and de-registration and even just at this level, directly aimed at those teaching TAE qualifications this would have a rapid and marked effect on the quality not only of the TAE suite of programs, but a knock on effect to all other qualifications as well. This added to increased regulatory pressure at an organisational level would should see the quality of the qualification and the sector lifted quickly.

Now people might argue against this proposal in a number of ways.

This is industry is already over regulated

I am not sure of this for a start, but even so the vast majority of regulation at this point in time sits at the level of the RTO.  Trainer registration sits at a personal, not organisational level.  It is something that is managed by a person for themselves.  Individuals can choose whether or not they wish to be registered and have an Authority to Train or not.  Trainers and Assessors not delivery TAE qualifications would not be required to undertake registration, although there could either initially or over time a registration process developed for those who did not deliver TAE products.

The cost of a TAE qualification would go up

Probably, but is that a bad thing?  Is a $300, 2 day, Certificate IV in Training and Assessment really worth the money it is printed on for anyone?

Who would run it

The simple solution in my mind would be the regulator (ASQA).  Given that it needs some kind of regulatory force behind it to be effective, it either needs to be the current regulatory body or some of other statutory body.  I suppose it could be an independent organisation, but issues of continuity always concern me in these cases.

It is another expense for the Trainer 

I, as I think most reputable training organisations would be more than happy to pay the registration fees and associated costs of our TAE trainers or in terms of a new employee who came with registration, renewals of the registration for as long as they worked for us.  However that aside it would be an expense, yes, but it seems one that anyone who was interested in the quality of training and assessment would be willing to pay.

 

The single most important thing about this however, is that it needs to have regulatory force, it needs to be built into the standards that Training providers delivering TAE qualification may only employ registered trainers to deliver those qualifications.  No working under supervision arrangements or anything like that, you either have the registration and the authority to train or you don’t and if you don’t you can’t be employed in a role relating to the delivery of TAE qualification.

 

Anyway that’s just my opinion.

 

 

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