Victorian Skills Plan Implementation Update for 2024

Reporting on Victoria’s clean economy ambitions

Angelika Fevaleaki

Victorian Training Awards 2024 Koorie Student of the Year finalist

Angelika has worked in community services since age 18, beginning as a youth worker and studying various courses that progressed her impactful career in First Nations family services. Her ongoing dedication to helping First Nations families saw Angelika undertake a Diploma of Community Services at Bendigo TAFE to strengthen what she had learnt in the field, and to help keep families safe and heard.

In her role as a family preservation and reunification response practitioner with Mallee District Aboriginal Service in partnership with MacKillop, she supports families to strengthen their bonds and keep their children safe at home. Angelika has a deep understanding of the issues they face, having grown up in a small town impacted by generational trauma.

The diploma furthered her skill in helping clients with an open mind and clear, structured approach including referrals to support services. Angelika finds it rewarding to support families who are navigating trauma to help build their parenting skills, so they provide greater care for their children.

The implementation of actions from the Skills Plans is well progressed for lifting participation in education and training. Below are actions which are ’completed and now embedded functions’, and actions which are ’underway’.

4. Build foundation skills to enhance workforce participation

(Underway)

4.1 Partner across government to provide courses to help people into employment

4.2 Implement a pre-accredited training framework of foundation skills for learners

4.3 Continue developing partnerships between Learn Local providers, communities and industry

4.4 Learn Local sector partner with industry to support training within industry settings

5. Bridge the gender gap

(Completed and now embedded functions)

5.1 Conduct an annual Gender Impact Assessment of the Skills Plan

5.2 Monitor the education and employment outcomes of women who enrol in training

5.3 Identify barriers to participation in education and training for women from diverse backgrounds

5.4 Partner with agencies to address gender-based barriers to training and employment

5.5 Work with industry to reduce gender segregation across industries

14. Empower self-determination for First Nations peoples

(Underway)

14.1 Reflect cultural inclusion and First Nations knowledge systems in VET

14.2 Work with training providers to foster a culturally safe learning environment for First Nations learners

14.3 Encourage training providers to increase the diversity of their workforce to enable a First Nations voice in decision-making

15. Improve opportunities for Victorians with disability

(Underway)

15.1 DJSIR review the range of supports available for learners with disability in VET

15.2 The OTCD to work with the Victorian TAFE Network to set accessibility and outcome standards for learners with disability

15.3 Skills and Jobs Centres support Victorians with disability to access their services by developing targeted resources

Note: Actions one to 11 were developed in the 2022 Skills Plan and Actions 12 to 18 were developed in the 2023 Skills Plan. Please note the following abbreviations: DJSIR (Department of Jobs, Skills, Industry and Regions), OTCD (Office of TAFE Coordination and Delivery), NCVER (National Centre for Vocational Education Research) and VDC (VET Development Centre).

The implementation of actions from the Skills Plans is well progressed for delivering the right skills for the jobs of today and tomorrow. Below are actions which are ’completed and now embedded functions’, and actions which are ’underway’.

6. Build skills to support Victoria's clean economy intentions

(Completed and now embedded functions)

6.1 Develop Victoria-wide workforce planning tools for providers to inform skills delivery

6.2 Embed clean economy workforce priorities in the Skills Plans

6.3 Deliver programs for new clean economy skills with the OTCD

7. Create innovative solutions to support future skills development

(Underway)

7.1 Partner with the Victorian TAFE Network to identify new skills and delivery models

7.2 Lead work to identify digital skills needed across occupations

7.3 Develop innovative approaches to address Victoria’s digital skills needs

9. Build the VET workforce

(Underway)

9.1 Develop a Victorian VET Workforce Strategy

9.2 Collaborate nationally to establish a differentiated approach to teacher qualifications to meet contemporary skills needs

9.3 Work with the VDC to develop a professional development framework for VET teachers

10. Expand re-skilling and up-skilling opportunities through skill sets

(Completed and now embedded functions)

10.1 Support skilling in priority areas through the Training Needs List (formerly the Funded Course List)

10.2 Facilitate recognition of micro-credentials for new areas of learning

10.3 Use the Workforce Skill Set Fund to develop new skill sets with industry

10.4 Provide advice to learners on the link between skill sets, employment and full qualifications

11. Drive for higher skills and progression through education and training

(Underway)

11.1 Pilot the revised Australian Qualifications Framework for contemporary skills solutions

11.2 Identify new and emerging skills through existing skills classifications tools

16. Prepare VET for the jobs of tomorrow

(Completed and now embedded functions)

16.1 The VSA continues to work on future skills needs of Victoria

17. Deliver the skills Victoria needs through an integrated post-secondary school system

(Underway)

17.1 The OTCD considers developing a proposal for self-accreditation for the Victorian TAFE Network

17.2 DJSIR and OTCD advocate for a regulatory framework that lessens the burden for the Victorian TAFE Network

17.3 The OTCD and Victorian TAFE Network establish partnerships with universities and higher education institutions that recognise the unique value of VET

17.4 Advocate to the Commonwealth for learners to have access to higher education subsidies where TAFEs act as an access point for higher education

18. Embed applied research in the vocational education model

(Underway)

18.1 Through a Skills Lab, develop approaches and principles to embed applied research in VET

18.2 Consider using Workforce Training and Innovation Fund to prioritise applied research projects in VET

Note: Actions one to 11 were developed in the 2022 Skills Plan and Actions 12 to 18 were developed in the 2023 Skills Plan. Please note the following abbreviations: DJSIR (Department of Jobs, Skills, Industry and Regions), OTCD (Office of TAFE Coordination and Delivery), NCVER (National Centre for Vocational Education Research) and VDC (VET Development Centre).

This section covers actions that are about understanding and responding to the learning needs and aspirations of Victorians.

Skills and Jobs Centres (SJCs) continue to provide free career, employment and training services for all Victorians.¹ In 2023, SJCs provided one-on-one support to 27,000 people and provided job readiness workshops to over 45,000 people.

Dean Xiberras

Victorian Training Awards 2024 School-based Apprentice or Trainee of the Year finalist

Growing up, Dean found fascination and enjoyment dismantling remote-controlled toys, and electronic components including motors and circuitry. So, it was no surprise that he chose a school-based apprenticeship with an electrical and data company and enrolled in a Certificate III in Electrotechnology Electrician.

For Dean, an electrical career was the most interesting. with plenty of potential for job growth. From day one of employment he was hooked – running data cables around the office building. Although he encountered challenges such as adapting to a constantly changing work environment, and learning many new electrical terms, he soon adapted and became an invaluable help to his team.

Dean’s time training helped him improve his school performance, his self-confidence, allowed him to build positive relationships with peers, and inspired him to set higher standards. He plans to pursue further training and explore every avenue of the electrical industry.

Learners are supported to apply their skills in real-world scenarios through, for example, placements, traineeships, earn and learn pathways, and simulated learning.

The Practical Placement Officers program successfully improved access to placements for TAFE students. Placement Officers were stationed in all Victorian TAFEs between 2021 and 2024 and contributed to a 92 per cent reduction in the number of students who were yet to secure a placement.

In addition to practical placements, the Victorian TAFE Network makes simulated training available to learners. For example, South West TAFE’s upgraded Warrnambool Campus provides access to training simulators and specialist equipment to support aspiring electricians with real- world training experiences.⁶

The Victorian Government partners with industry to develop, invest in and deliver employment-based pathways in occupations with significant workforce demands such as child protection workers and family violence practitioners. Such pathways remove the need for students to complete unpaid placements and provide meaningful work experience and employment.

The Switch to Child Protection program⁷ used an earn and learn model to trial an alternative career switcher pathway into child protection. Employment in mid-career level positions while completing a Graduate Certificate in Child Protection with La Trobe University allowed practitioners to apply theory directly into their practice.

The Family Violence and Sexual Assault Traineeship Program supported new and existing workers at various career stages to up-skill with a mix of accredited training, industry-delivered professional development and supports including access to Traineeship Support Advisors for participating organisations. The program had strong outcomes and supported 318 trainees.

Real-world plumbing TAFE facilities open in Wangaratta⁸

New training facilities at GOTAFE Wangaratta provide a real-life training environment for plumbers. This includes a Type A Gas Room to help plumbers up-skill in delivering sustainable alternatives to fossil gas – a critical part of Victoria’s clean economy transition.

Several groups of students have already completed a 16-day short course in servicing Type A Gas Appliances.

The VSA’s industry roundtables informed government’s understanding of skills needs

The roundtables also included discussions on work placements and reducing the barriers to accessing placements, particularly in the care and health economy.

Aligning qualifications to new needs in the circular economy

As a circular economy social enterprise in Victoria, Green Collect has been enabling the reuse and recycling of office and home goods to minimise landfill since 2005.

Green Collect identified the need to deliver its internal practical training more broadly to workers and jobseekers, and decided to translate it into an accredited micro-credential.

The Victorian Government funded the development and accreditation of this training. Green Collect developed non- accredited training in-house and commissioned Chisholm Institute to provide Accreditation Advisor services to develop an accredited course. Industry experts led the course development, and the VSA supported the process through the project’s Governance Group.

This collaborative effort has led to the accreditation of the Course in Circular Economy Practices.

The course is designed to provide skills for learners to pursue key occupations in the circular economy including repair technicians, warehouse operators and processors, recycling operators, or other roles in enterprises focused on reusing goods and materials.

This section covers actions that aim to enhance inclusiveness in the skills and training system.

Victoria’s skills system has a proud history of supporting learners to improve their foundation skills.

The Literacy and Numeracy Support (LN Support) short course was added to the Free TAFE list in 2023 to help VET learners improve their foundation skills and complete their qualification. Under Free TAFE, more than 3,500 learners received LN support.⁹

Learners are undertaking LN Support alongside programs aligned to areas of high workforce demand like the Certificate III in Electrotechnology Electrician.

The Adult, Community and Further Education (ACFE) Board continues to fund the delivery of pre-accredited VET training (including foundation skills) to many Victorians, including early school leavers, unemployed people, and low-skilled and vulnerable workers.¹⁰ Module commencements in pre-accredited VET training increased by 22 per cent from 2022 to 2023.

Learn Local Industry Practice Networks continue to help Learn Local providers engage with local employers to deliver pre-accredited foundation skills programs tailored to industry workforce needs. The networks have co-developed sector specific mentoring services in aged care, health support services, and building and civil construction.

Carringbush

Victorian Training Awards 2024 Community Training Provider of the Year finalist

Committed to empowering vulnerable community members, Carringbush prioritises community development in program design and implementation. It has a distinguished history of serving refugees and migrants since 1984 and continues to empower culturally and linguistically diverse people, and those who are marginalised and under-represented. Targeted programs effectively address complex needs whether it be literacy support for offenders at the Neighbourhood Justice Centre, or bi-lingual playgroups for low-income mothers, where they can access additional supports.

Clients are often from backgrounds characterised by long-term unemployment, disrupted schooling, trauma, and intergenerational disadvantage which are barriers to education and employment. Carringbush’s comprehensive programs integrate education, employment support, community activities, and post-settlement services.

Heather McTaggart

Victorian Learn Local Awards 2023 Leadership winner

Heather’s leadership has seen her turn The Basin Community House into a viable, thriving educational facility that transforms the lives of vulnerable people, including people exiting the justice system.

Heather has implemented the Employment Skills Pathways to Employment program that delivers online group training to enhance participant's literacy, technology, and employability skills. The program provides a safe learning environment, encouraging learners to find purpose and develop their confidence. Job agencies also attend classes to promote employment opportunities, leading to many learners finding decent work.

Victoria is continuing the journey of embedding First Nations knowledge systems and using self-determination as a guiding principle to reflect cultural inclusion in the vocational education and training system.

Through a two-year statewide consultation and co-design process with 3,100 First Nations people, the Strengthening Aboriginal Self-Determination in Education report identified areas for reform to progress self-determination in the education system.¹²

The Department of Education and Victorian Aboriginal Education Association Incorporated (VAEAI) co-led more than 180 campfire conversations at 89 schools and 12 First Nations organisations. First Nations people raised factors that contributed to students’ self-determination, learning and wellbeing.

The report identified six areas for reform:

1. reciprocal partnerships
2. truth-telling in the Victorian curriculum
3. Aboriginal voice in decision making
4. ongoing capacity building to support school and community engagement
5. meaningful accountability measures and
6. creating a culturally safe and responsive school system.

These campfire conversations led to a $51 million investment to improve the learning and wellbeing outcomes of First Nations students in Victorian Government schools by offering better supports. The funding will also contribute to fairly compensating Aboriginal Community Controlled Organisations for their expertise in supporting education outcomes and inclusion for Aboriginal students.¹³

Through the Self-determination in Learn Locals Koorie Education Initiative, the ACFE Board and VAEAI developed a set of protocols to support Learn Local providers to create culturally safe environments and include First Nations perspectives in the curriculum. This helps providers better meet the needs of First Nations learners and communities.

The TAFE Network Statement of Priorities for 2024 specifies that TAFEs will work together to improve engagement, support and outcomes for learners who face barriers in education, including through recognition of cultural safety and self-determination for First Nations Victorian learners and staff.

Every TAFE has a dedicated Koorie Unit, with government funded Koorie Liaison Officers (KLOs) and Koorie Student Support Officers (KSSOs) playing an important role in supporting a culturally safe environment for Koorie students.

The Victorian TAFE Network is developing its First Nations VET educators workforce. In 2023, Federation TAFE saw its first cohort of First Nations learners from diverse and professional and personal backgrounds across Melbourne and regional Victoria commence the Certificate IV in Training and Assessment. Federation TAFE collaborated with the Aboriginal Education Centre to co-design the delivery model and ensure appropriate supports were available.¹⁴ The program aims to increase the number of First Nations people employed as VET educators at Federation TAFE and other providers.¹⁵

More support for First Nations apprentices

The Victorian Government is committed to supporting First Nations apprentices through a network of support officers who provide the advice they need throughout their apprenticeship journey.

First Nations apprentices can access supports such as the Apprenticeship Support Officers (ASOs), who are a key point of contact for all apprentices. ASOs help apprentices get the most out of the apprenticeship system by providing advice on training and employment, safety and workplace concerns. ASOs also provide referrals to supports such as mental health and wellbeing services, and support apprentices experiencing housing and financial difficulties, as well as drug and alcohol issues.¹⁶

First Nations apprentices can also receive support from Koorie Liaison Officers (KLOs) or Koorie Student Support Officers (KSSOs).

KLOs are employed by TAFEs and dual sector universities to support learners during their TAFE journey. KSSOs are trained to work directly with First Nations learners to support learner engagement, improve the learner experience, and facilitate access to the supports available in the skills system and the broader government system.¹⁷

Taylor Hampton

Victorian Training Awards 2024 Koorie Student of the Year winner

Growing up, Taylor had minimal knowledge of his First Nations heritage because his father was not allowed to speak his language or practice his culture. As a result, Taylor was determined to play a lead role in enhancing Indigenous cultural awareness in Victoria. He took a job at the Victorian Aboriginal Child and Community Agency (VACCA) to pursue his aspirations. Enthusiasm for leadership led him to enrol in a Certificate IV in Leadership and Management at Kangan Institute.

The course shaped his personal leadership ambitions and skills. As a direct result of his success, he was offered new roles at VACCA, including Acting Program Manager and Senior Facilitator for Koorie FACES, a family strengthening program that aims to increase confidence in First Nations families.

A transformation in Taylor’s leadership style and advocacy skills gave him the confidence to address complex issues and become a supportive manager who encourages colleagues to take on new challenges and progress in their careers.

An inclusive and accessible VET system is essential to support more Victorians with disability to complete their training and secure decent work.

Skills and Jobs Centres (SJCs) ensure career counsellors have the training and resources needed to provide tailored supports for Victorians with disability. For example, SJCs use videos produced in Auslan in collaboration with DeafConnectEd, to raise awareness of the supports available for deaf and hard of hearing Victorians.

The TAFE Network Statement of Priorities for 2024 outlines that TAFEs, with support from OTCD, will deliver outcomes that respond to reforms including Inclusive Victoria: State Disability Plan and the Disability Royal Commission.

TAFE Disability Transition Support Officers provide targeted support for secondary school students with a disability who are transitioning into Victorian TAFEs. A Community of Practice provides a forum for the officers to develop and deliver high-quality and consistent support across the Victorian TAFE Network.

Registered Training Organisations (RTOs) in Victoria provide a range of reasonable adjustments to support learners with disability during training, strengthening their ability to fully participate in their chosen courses. Adjustments include physical adjustments to learning spaces, modified assessment conditions, adaptive technology, specialised equipment, and Auslan interpreters.

The Gordon TAFE Centre of Excellence for Inclusion in Disability¹⁸ will showcase leading education and inclusion practices and support employers to build their inclusion approaches for people with disability.

The Centre’s strategic purpose and operating model will be co-created with input from people with disability and organisations who work with them. The design and engagement phase has commenced.

Gabriel Gervasoni

Victorian Training Awards 2023 Trainee of the Year finalist

Gabriel has had a profound vision impairment since birth, but this has not stopped him from following his passion of working in the Information Technology (IT) industry and advocating for the broader vision impaired community.

After finishing a Diploma of IT traineeship with IBM in Ballarat, including formal training through Federation TAFE, Gabriel landed a full-time role in IBM’s app development department.

”Out of every industry, I think IT is the most accommodating to those who have different abilities because computers can be catered towards the individual,” he says.

With his newfound skills, Gabriel is now developing apps and software to improve the lives of people like him who live with disabilities.

For those seeking to enter the expanding field, Gabriel highlights that TAFE courses and traineeships present an excellent pathway.

This section covers actions that aim to improve responsiveness of the skills and training system to current and future skills needs. The actions acknowledges the need for workers to up-skill and develop transferable skills, allowing flexibility within and across occupations and industries to meet skills demand and increase productivity.

Skills and training responses are vital to support the transition to the clean economy. By implementing the Clean Economy Workforce Development Strategy 2023-2033, the Victorian Government is creating opportunities to develop the skilled workforce required for clean economy-related jobs and industries.

The Latrobe Valley and Gippsland Transition Plan highlights the need for education and training pathways that lead to meaningful, local employment as the region transitions towards a net-zero economy. It also supports transitioning workers from the traditional energy and forestry sectors into new sectors like renewable energy.¹⁹

In January 2024, TAFE Gippsland, in collaboration with Federation University, Energy Australia Yallourn, and Star of the South, co-designed the Clean Economy Workforce Transition Framework for Gippsland. This framework outlines skills and training pathways and opportunities for the current traditional energy production workforce to transition into sectors like renewable energy.²⁰

The Department of Energy, Environment and Climate Action is developing the Victorian Energy Jobs Plan (VEJP). The VEJP will support Victoria to develop the workforce required to deliver its nation-leading 95 per cent renewable electricity generation target by 2035 and to drive investment confidence to enable the energy transition. The VEJP is informed by the VSA's data and insights and outlines actions needed to develop Victoria’s energy workforce.

Victorian TAFEs lead the training of a skilled workforce to drive the clean economy transition. The Victorian TAFE Network Prospectus 2024 sets out the clean economy-related training solutions that the Victorian TAFE Network offers to industry, business, government, and the public. The Prospectus aligns with the priorities identified in the Clean Economy Workforce Development Strategy.²¹

A range of clean economy-related qualifications and short courses receive Victorian government funding, including the following skill sets:

• Working Safely on Rooftop Renewable Energy Systems
• Battery Electric Vehicle Inspection and Servicing
• Hybrid Electric Vehicle Inspection and Servicing
• Battery Electric Vehicle Diagnose and Repair
• Grid-connected Photovoltaic Systems Designer-Installer Skill Set.

The Victorian Government has invested $9 million to boost skills in environmental sustainability across TAFEs, universities, training providers and industry. The investment will support the Victorian TAFE Network to establish three Clean Economy Skills Labs, hosted at TAFE Gippsland and Melbourne Polytechnic, to develop training in offshore wind, circular design, manufacturing and meeting net-zero emissions targets. Development of Skill Sets is also underway, with RMIT currently piloting three new short courses in sustainable building practices.

The Victorian Government has established a $50 million TAFE Clean Energy Fund which has invested $16 million in new state-of-the-art facilities at TAFE Gippsland, South West TAFE and Federation TAFE. These training centres will include specialised equipment to help learners develop the skills they need for careers in renewable energy and new construction technologies. The remaining $34 million in the TAFE Clean Energy Fund will provide further investments in specialist TAFE infrastructure to train the clean economy workforce.

Carly Brown

Victorian Training Awards 2024 Vocational Student of the Year winner

A childhood fascination with trains sparked Carly’s journey into a comprehensive vocational education and training pathway as part of her VCE. It began with a Certificate II in Engineering where she learned the fundamentals of drawing and reading engineering diagrams. Fascinated by all things mechanical, Carly went on to expand her knowledge and completed a Certificate II in Electrotechnology in 2023 hoping one day to work on infrastructure projects.

While Carly’s current focus is on certificates in plumbing and automotive, her ultimate goal is to secure an electrical apprenticeship and become an A Grade electrician.

Carly also aims to challenge gender stereotypes and promote diversity in trades. She is tireless in her role as ambassador for the Young Women in Trades & Technology group. With unwavering determination and a commitment to inclusivity, Carly seizes every opportunity to gain experience that prepares her for the workforce.

Digitisation and automation are creating new opportunities for Victoria’s economy and its workforce. Digital skills and digital literacy are now relevant for every industry and almost all occupations, and the skills system is supporting learners to develop the digital skills they need.

The Victorian TAFE Network is co-leading innovative approaches to better meet the State’s demand for a digitally skilled workforce, including new IT qualifications such as:

• a Diploma of IT traineeship and bolt-on micro-credentials to develop specialised, industry-relevant skills such as cyber security and cloud computing
• a data analytics course to up-skill workers from all industries.

The 2024 Skills Plan identifies the digital skills that Victoria needs and makes recommendations to develop a digitally skilled workforce. The Plan provides data on the number of workers who require baseline digital skills (such as computer literacy and the need to use basic software), and specific digital skills (such as data analysis and cloud computing).

In April 2024, the VSA held a roundtable with several employers from the digital sector, who provided insights into emerging skill needs such as cloud computing and the impact of Artificial Intelligence (AI) and automation on the Victorian workforce.

In addition to its work in the digital space, the VSA continues to engage with industry to identify future skills needs and the implications for designing and delivering post-secondary education and training, including through joint projects such as the VicWater Workforce readiness project.

NECA Education and Careers

Victorian Training Awards 2024 Employer Award for Apprenticeship Development winner

For over 30 years, the National Electrical Communications Association (NECA) Education and Careers has been igniting bright sparks in the electrical industry and allied trades. NECA is the only combined registered training organisation and group training organisation focused purely on the electrical industry, providing training for pre-apprenticeship, apprenticeship, and post-apprenticeship studies, and employing around 300 electrical apprentices – making them the largest employer of electrical apprentices in the industry.

Aspiring and experienced electricians alike engage in programs specifically developed by, and for the industry - delivered in classrooms, blended learning spaces and simulation areas. Bridging the gap between theory and practice is their ‘Meta-Electric’ platform, harnessing animation and work-place simulations for deeper learning experiences. Within their pre-apprenticeship program, a project-based approach involves students completing a start-to-finish installation in a simulated environment.

NECA’s apprentice-centric approach to training is strengthened by providing regular guidance and advice. High retention rates demonstrate their success.

VicWater Workforce Readiness project

The VicWater Workforce Readiness project was created to address the critical need for qualified operators in the water sector.

As the peak industry association for water corporations in Victoria, VicWater first raised the issue through a VSA Industry Advisory Group, where it was agreed a collaborative effort to address workforce needs was required. This led to the establishment of a project working group with representatives from 11 Victorian water corporations. Together, they designed and implemented a state-wide survey, gathering valuable data on workforce needs and future training requirements. The 18 water corporations expressed interest to explore a state-wide coordinated solution offering industry-leading technical training for the Victorian water industry.

The VSA is currently working with VicWater and the working group to explore what a state-wide solution could look like.

Local Skills Partnership Program

The VSA is implementing recommendations identified in all Skills Plans, Regional Skills Demand Profiles, and the Industry Advisory Groups through the Local Skills Partnership Program. The program is developed ‘in place’ and delivers innovative capacity building opportunities within the regions.

Projects approved under the program include:

Creating Inclusive Work Environments – Federation University will co-design leadership and management learning materials to create inclusive work environments in the construction and manufacturing sectors, focusing on enhancing apprenticeship outcomes for small and medium businesses in the Central Highlands and Wimmera Southern Mallee regions.

Maryborough Learning Hub – Central Goldfields Shire will develop a plan for a community-owned skills hub serving Central Goldfields and the broader region, in partnership with local businesses, service providers, and training organisations. The skills hub will include a model for TAFEs to deliver learning programs remotely, direct to the Hub, enabling local people to access skills-based learning while remaining in their own community.

DJAKTIJ Pathways to Aquaculture Project – Dja Dja Wurrung Clans Aboriginal Corporation (DJAARA), in partnership with industry, will pilot a First Nations-led program to highlight opportunities in the Victorian aquaculture industry. Additionally, a foundation skills program will be co-designed in partnership with industry and established training institutions.

Developing a Seasonal Skills Passport – Wodonga TAFE will develop and implement a Seasonal Skills Passport in the Goulburn and Ovens-Murray regions of North-East Victoria, enabling seasonal workers employed in the region to showcase industry-based skills and competencies aligned to relevant qualifications while in employment throughout the region.

Mining Skills Navigator – Sunraysia TAFE will lead a partnership of regional TAFEs and industry to produce a Mining Skills Workforce Planning Report to analyse skills supply and demand in Victoria’s mining sector, aiming to bridge skill gaps and support workforce readiness for planned developments in North, Central and Western Victoria.

The nature of skills required for jobs in Victoria is changing. The VSA continues to lead work on the state’s future skills needs through its research, data analysis and engagement activities.

The VSA’s joint project on future skills with Jobs and Skills Australia uses existing skills classification tools to identify new and emerging skills and strengthen existing qualifications. By assessing the alignment of skills acquired in VET qualifications to demand for skills in industry, this research helps to:

• identify potential missing skills or units in qualifications
• identify a ‘common core’ of shared skills to support industry-specific or cross-sectoral qualifications
• identify up-skilling or re-skilling pathways.

The VSA’s State of the Victorian Labour Market Report which accompanies this year’s Skills Plan, provides an updated view of skills in demand in the Victorian labour market. For example, online job advertisement data indicate that communication and leadership skills are needed in nearly half of all jobs posted, while personal attributes such as enthusiasm and a willingness to learn are sought after in over 30 per cent of the postings. Demand for skills related to clean energy, emissions and conservation is also increasing.

Human-centred skills are most commonly requested in the labour market

Employers at the VSA’s industry roundtable on advanced manufacturing highlighted the need for workers who have the skills to work with AI. Requirements include technical and theoretical knowledge, balanced with generic capabilities such as critical thinking, creativity, sound judgement and teamwork.

Similarly, the industry roundtable on the digital economy highlighted the need for workers who can apply human judgement in workplaces that will be increasingly technologically enhanced.

A highly-skilled Victorian VET workforce is essential to help learners achieve their career goals, provide industry with the skilled workers they need, and support the delivery of key government priorities.

The VSA is progressing the Victorian VET Workforce Strategy, which will deliver evidence-based recommendations to strengthen the VET workforce. The strategy will build capability and promote excellence, and is expected to be complete by 2025.

This strategy will position Victoria to align with national VET workforce reforms underway and leverage opportunities arising from the National Skills Agreement. The VSA is also supporting the Commonwealth Government to develop a national VET Workforce Blueprint.²²

To support the strategy, the VSA launched a VET Workforce Lab in November 2023. Through its ongoing work (including interviews and workshops), the VSA is hearing directly from key stakeholders about the range of interconnected issues including attraction and retention, compliance, professional development and the challenges associated with meeting the needs of a diverse learner cohort.

The Victorian Government supports up-skilling in priority areas through the Training Needs List (TNL) (formerly the Funded Course List). The TNL shows the courses and skills sets funded under Skills First and their expected training needs. It includes programs that are aligned to industry needs and workforce demands, have strong job outcomes, meet social needs and support government priorities. The TNL also supports training providers to align their course delivery to training needs.

Victoria continues to work towards a better connected post-secondary system.

The Victorian Government’s submission to the Australian Universities Accord process²³ advocated to the Commonwealth Government to implement three Skills Plan recommendations to build a better connected post-secondary system. The final Universities Accord report echoed these recommendations.²⁴

The Commonwealth Government has responded to two of the recommendations through the 2024-25 Commonwealth Budget. This includes funding to pilot self-accreditation for selected TAFEs and for measures to reduce the regulatory burden for dual sector providers including TAFEs.²⁵

The Victorian Government and the Victorian TAFE Network continue to explore opportunities for post-secondary educational pathways which cut across current boundaries to provide responsive and better quality outcomes for learners and industry. Victorian TAFEs also deliver applied Bachelor degrees, which focus on practical and experiential learning to diverse students. TAFEs are also designing innovative vocational skill sets which can be added on to university or higher education programs, often linked to use of technology and equipment in real work settings.

The Victorian TAFE Network is promoting more seamless pathways between VET and higher education in priority areas

The Victorian TAFE Network provides pathways to higher education in priority areas. Some examples of these pathways include:

• GOTAFE has established higher education pathways with Charles Sturt University and La Trobe University.²⁶ For example, a Diploma of Nursing from GOTAFE provides a pathway to a Bachelor of Paramedicine degree at Charles Sturt University or a Bachelor of Nursing degree at La Trobe University.
• South West TAFE graduates from selected courses are given the opportunity to apply for Recognition of Prior Learning (credits) for selected Deakin University courses. Pathways into Deakin University are available for Diploma or Advanced Diploma graduates in fields such as agriculture, nursing, arts, accounting, children’s services and community services.²⁷

Victoria continues to invest in applied research in the VET system to drive innovation and empower workers with new skills.

Through the Clean Economy Skills Lab, the Victorian TAFE Network is partnering with industry to co-design a new educational offering in the building and construction sector to support the delivery of Victoria’s Housing Statement and the clean economy transition. This will provide existing and new workers in the construction sector with the knowledge and skills to access new and emerging jobs in the clean economy.

The Victorian TAFE Network is also partnering with industry through further Skills Labs, including:

• the Offshore Wind Skills Lab to define the skills relevant to Victoria’s offshore wind energy sector and develop training to support it.
• the Circular Design in Manufacturing Skills Lab to address the skills needed for circular design in manufacturing. Circular design aims to reduce waste by creating products that can be remade and are durable, reusable, repairable and recyclable.

The VSA’s International VET Practitioner Fellowships help successful candidates conduct applied research into innovative practices that can enhance training, support the VET workforce to better meet industry needs, and support participation and inclusion.

For example, the 2024 VET Practitioner Fellows have identified best practice approaches to:

• integrate sustainable building practices into the construction training package, starting with the Certificate II in Building and construction pre-apprenticeship, to help up-skill more workers to build energy-efficient homes²⁸
• teach digital literacy skills to vulnerable learners through four key strategies including clear and detailed instructions, a strengths-based approach, celebrating success and a flexible mindset, and learner-centred instruction.²⁹