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Legislative Assembly for the ACT: 2003 Week 9 Hansard (28 August) . . Page.. 3346 ..

MS MacDONALD (continuing):

I believe this is a high-quality report examining the issue of vocational education and training and how it operates specifically in the ACT as opposed to nationally. I'd add at this point there was a report a couple of years ago by the Senate into vocational education and training but it concentrated on the national perspective as was its brief to do so. One focusing specifically on the ACT has not been undertaken at this level previously.

The committee also visited Brisbane to further its knowledge of VET by speaking to the Australian National Training Authority, or ANTA, as well as the Queensland Department of Employment and Training and the Queensland Department of Education. They have split their departments into two, one focusing specifically on employment and training and the other on education. Our conversations with ANTA gave us an understanding of a number of national issues, while our meetings with the Queensland departments furthered our knowledge of how VET operates elsewhere, particularly the issues for a large state.

Of course, Queensland is one of the largest states in vocational education and training and the ACT, of course, has the smallest jurisdiction, but we still have to cover most of the training packages and other things that come down as a result of vocational education and training delivery.

At these meetings, we also heard from one of the Queensland TAFEs. A number of themes emerged as a result of this inquiry and I'll just mention a few of them. One of them was that there is insufficient clarity and consistency in the advice and information given to employers and learners about their VET options. Another was uncertainty and ambiguity about the process, requirements and eligibility criteria for signing up trainees and apprentices. This has acted as a barrier for employers to consider the option of putting on a trainee. Policy makers, we believe, need to focus greater attention on the needs of disadvantaged people involved or wishing to become involved in vocational education.

We also believe that there is a need for improved communication and linkages between those who provide vocational education and training and those who actually receive vocational education and training. We also looked into and were particularly concerned about the tendering processes for VET provision. They need to be simplified, they need to be made transparent and the period of time determining successful tenders needs to be considerably shortened. We also heard that the needs of disadvantaged learners require attention in terms of funding for learning support and in ensuring that the course fees do not act as a barrier to access.

I was particularly interested in the promotion and marketing of VET programs via new apprenticeship centres as well as elsewhere. One of the major recommendations within the report is that the government develop and implement a comprehensive vocational education and training communication strategy that identifies individual communication strategies, specifically targeting the different audiences involved in the VET sector-that is, teachers, providers, learners, particular industry employers, et cetera-and articulate how best to provide information to these groups.

Others are that it provides a centralised information point through both a telephone number and a website portal; encourages other relevant bodies and organisations to

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