If you can’t find the answer to your question here, please send an email to the Australian Technical Colleges email box:  technicalcolleges@dest.gov.au and a response will be posted within two working days.

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AUSTRALIAN TECHNICAL COLLEGES INITIATIVE

Why is the Australian Government funding the establishment of the Australian Technical Colleges?

Skill needs are often a symptom of a strong and growing economy with very low levels of unemployment. If Australian businesses are going to continue to provide valuable services and products to Australian communities and be competitive in a global economy we need to address skill needs through new approaches to attracting and training young people into skills needs trades.

The Australian Government is committed to ensuring that vocational and technical education, including commencing a School-based New Apprenticeship, is a valued and well recognised choice available to young people and their families.

Today, we have skill needs across a variety of industries including automotive, building and construction, electro technology, commercial cookery, and manufacturing. Jobs go unfilled in these industries despite the fact that they offer young Australians the prospect of strong, secure, challenging and rewarding careers. It is vital that the teaching of skills is relevant to the future needs of industry. To help our young people find and achieve their own potential in a career which suits them, and to cope with the skill needs in our growing economy, we need new approaches to attracting and training more young people into the trades.

The Australian Government will fund the establishment of 25 Australian Technical Colleges to promote pride and excellence in the teaching and acquisition of relevant trade skills at the secondary school level.

Local industry and community representatives will have a leadership role in the governance of each of the Colleges. The direct involvement of industry and community leaders will ensure that the skills taught to students match those skills required by local businesses. Students will be trained in these skills through a School-based New Apprenticeship which leads to a nationally recognised Vocational Education and Training qualification. At the same time students will also complete the academic subjects required for their year 12 certificate.

By offering high quality training facilities and instruction linked to workplace requirements, the Colleges will raise the profile and status of vocational pathways in schools and demonstrate that these vocational courses are a genuine career path for students which should be at least as valued as going to university. The Colleges will provide high status, high quality opportunities for young people to build a career for themselves in traditional trades.

This will build on the Australian Government’s achievements in promoting vocational and technical education in secondary school. Today, over 90 per cent of Australian high schools offer some form of vocational training, through VET in Schools courses and School-based New Apprenticeships, to secondary students.

The Australian Technical Colleges will be linked with other initiatives of the Australian Government to increase the up-take in trade careers, such as Trade Learning Scholarships for New Apprentices, access to Youth Allowance, tool kits for New Apprentices in skill needs trades, and additional incentives for School-based New Apprenticeship employers.

How will the Australian Technical Colleges operate?

Each Australian Technical College will provide both academic and vocational education, as well as the opportunity for each student to commence a School-based New Apprenticeship in a trade.

There is no single model for their operation and the Australian Government will not prescribe the design of each College. There will, however, be certain governance, administrative, curriculum and learning outcome requirements which each College must meet.

Colleges must be registered as schools according to the requirements of the State/Territory government in which they are located. They may be based on existing government or non-government schools or a new school may be established but would need to become registered in the relevant State or Territory. Colleges must either be Registered Training Organisations themselves or must have links with Registered Training Organisations to ensure the provision of vocational and technical education.

Colleges should where possible use or modify existing premises and infrastructure in the region.  Colleges could also operate on a multi-campus basis with the main campus being located at the identified site, and a ‘satellite’ campus nearby.

To ensure that the quality and success of the Colleges contributes to lifting community perceptions of the status and value of trade training, Colleges will be clearly identifiable and ‘badged’ as Australian Technical Colleges, with participating students formally enrolled in the Colleges. College governing bodies and principals will need to establish a distinct Australian Technical College culture and ethos.

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How are Australian Technical Colleges different from other schools and registered training organisations including TAFEs?

Australian Technical Colleges will be specialist schools with high quality facilities providing tuition for Years 11 and 12 students where all students will undertake academic studies relevant to a career in the trades and trades-related vocational courses, as well as developing employability and entrepreneurial skills. This combination, together with employment as School-based New Apprentices, makes it essential that the delivery of services to the students is through flexible delivery arrangements and timetables.

Industry will play a pivotal role in both leading and supporting the Colleges, particularly through the employment of the students as New Apprentices.

The Colleges will differ from current schools and TAFEs in that the Colleges will provide students with the opportunity to pursue trades training, leading to a nationally accredited qualification, as well as complete their senior secondary education.  It is expected that students at the Colleges will have the opportunity to commence a School-based New Apprenticeship.  The Australian Technical Colleges will operate autonomously, with a governing body chaired by a local business or industry representative and involving local communities.  They will offer performance pay and must offer the option of an Australian Workplace Agreement to all staff in accordance with the Workplace Relations Act 1996.

The Colleges will work with rather than duplicate existing institutions at the school and TAFE level.

Is it true that the numbers of people undertaking New Apprenticeships in the trades are declining?

No, this is not correct.  Commencements in traditional apprenticeships continue to grow, with 61,300 commencements in the year ending 31 March 2005, a 21% increase over 50,700 commencements for the year ending 31 March 2004.

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What else is the Australian Government doing to address skill needs?

In addition to Australian Technical Colleges, a range of new and continuing initiatives are available to address shortages in skilled occupations, including:

Employer Incentives

The New Apprenticeships Incentives Programme continues to encourage employers to open up skills-based training opportunities in a wide range of industries.  Standard incentives of up to $4,400 apply for New Apprentices undertaking Certificate III or IV level training with additional incentives provided for Australian Government priority areas.  Additional incentives applicable to skills needs industries include:

• $1,100 for employers of New Apprentices undertaking training in skills needs qualifications in rural and regional areas.
• $1,210 for employers of New Apprentices in listed innovation industries.

More information on Employer Incentives can be found here on the New Apprenticeships website.

The National Skills Shortages Strategy

The National Skills Shortages Strategy (NSSS) builds on the National Industry Skills Initiative (NISI) to investigate and address current and future skills needs throughout Australia. The Australian Government, in partnership with industry, has been looking at approaches such as:

Testing different approaches to New Apprenticeships in key industries, such as shorter apprenticeships in the building and construction industry, targeting new entrants to the skilled workforce in the automotive industry and piloting new pathways into the manufacturing industries.

Addressing skill needs on a regional basis. This involves local communities which are facing skill needs as a result of the introduction of new industries or the departure of existing industries.

To find out more about the National Skills Shortages Strategy, visit the Australian Government’s Get a Trade web site.

Tool Kits for New Apprentices

The Tools for Your Trade initiative will help alleviate the financial burden on New Apprentices in skill needs trades.  New Apprentices who start a New Apprenticeship in specified trades after 1 July 2005 will be provided with a tool kit after three months worth up to $800 which they will be entitled to keep after they have completed a further six months’ training.

Commonwealth Trade Learning Scholarships

From 1 July 2005, Commonwealth Trade Learning Scholarships will be available to eligible New Apprentices undertaking skill needs trades in small to medium sized enterprises.  The scholarships will provide $500 at the successful completion of each of the first and second years of a New Apprenticeship in a skills needs occupation at a cost of $75.8 million over three years.

Why were technical schools that operated in the past abolished?

Technical Schools of the past were the responsibility of State and Territory Governments. Over time, decisions were made by these governments to phase out these specialist trade schools.

The Australian Technical Colleges represent a new innovative approach to helping our young people find and achieve their own potential in a career by combining academicstudy and School-based New Apprenticeships. This will provide students with the opportunity to pursue a career in the trades or go on to further education and training.

Do ATCs need to be based around the services already provided by TAFE?

ATCs must be Registered Training Organisations or must have links with Registered Training Organisations which deliver training leading to a national Training Package qualification in the trades specified in the applicant's proposal. The Colleges will, wherever possible, utilise and build on existing education and training infrastructure. This may or may not involve TAFEs.

What arrangement has the Australian Government made with New Apprenticeship Centres to provide services to employers and students wishing to enter into a New Apprenticeship Training Contract?

The Australian Government currently contracts 37 organisations, known as New Apprenticeships Centres (NACs), to deliver New Apprenticeships Support Services across Australia.  Employers of School-based New Apprentices who are Australian Technical College students will be eligible for NAC services on the same basis as other employers.

NACs provide a free service to employers to help them with the administration, including sign-up, and lodgement of a New Apprenticeship Training Contract.  In addition, NACs:

• provide information on New Apprenticeships options to employers, New Apprentices and other interested people;
• market and promote New Apprenticeships in the local area;
• administer the Australian Government’s New Apprenticeships Incentives Programme, including the processing of applications and claims;
• work with the State/Territory Training Authority to provide an integrated service; and
• establish effective relationships with Australian Government contracted Job Network Members, training providers, schools and other organisations

These free services will be available to employers, students and other interested parties associated with the Australian Technical Colleges, as appropriate.  To find the location of a New Apprenticeships Centre, call FREECALL 1800 639 629.

Given the ATCs will be providing training in trades that have been traditionally male dominated, what is the Australian Government doing to encourage women into non-traditional trade careers?

The Australian Technical Colleges will be required to have strategies to attract female students into traditionally male dominated trades.

In addition, as part of the New Apprenticeships Incentives Programme that provides financial incentives to employers of New Apprentices, including School Based New Apprentices, there is an additional incentive to encourage an employer to commence a female in a non-traditional trade. The special Women in Non-traditional New Apprenticeships incentive is aimed at encouraging employers to employ a female in a New Apprenticeship at the Certificate level II-IV in an eligible ‘non-traditional’ New Apprenticeships Training Package.

Does the Federal government intend to deliver a national marketing campaign for the ATCs, similar for example to the New Apprenticeships marketing campaign that has run over the last couple of years

The Australian Government will be promoting the Australian Technical Colleges initiative. The Australian Technical Colleges are being set up in 24 selected rural and metropolitan regions therefore a national campaign, similar to the New Apprenticeships campaign may not be the most appropriate way of promoting the Australian Technical Colleges.

Each Australian Technical College will need local marketing strategies to attract students.

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WHO’S INVOLVED

What will be the role of industry?

One of the distinguishing characteristics of an Australian Technical College will be the leadership of industry in its operation.

Colleges will be expected to demonstrate a level of commitment and engagement from local industry, especially in relation to the provision of School-based New Apprenticeships, which assures the ongoing value and sustainability of the College.

Each College will be linked with, and endorsed by, industry. It will have a governing body chaired by a local business or industry representative and should draw its members from the regional community including industry, parents and education and training providers. Input from industry representatives will ensure that what is being taught in the Colleges is directly relevant to the needs of industry and thus enhance young people’s prospects for further training and employment.

What role can Group Training Organisations play in relation to the Colleges?

A key feature of the Australian Technical Colleges is that they will be industry-led and will work closely with local employers to ensure that all aspects of their students’ education and training are covered to the highest possible standard. 

Employers will be critical to the success of the Colleges.  As local employers, Group Training Organisations (GTOs) will have the opportunity to be involved in the establishment and operation of Colleges in all identified regions across Australia.  The support and commitment of local GTOs will be very important in achieving the uptake of around 7,500 School-based New Apprenticeships in the trades.

Section 1.3.2 states that Colleges must be registered schools.  Does this mean that only non-government schools can become a College?

Australian Technical Colleges may be either state schools or non-government schools, which are able to provide education to Year 11 and 12 students enrolled in senior secondary certificates under relevant State and Territory Education Acts.  Colleges that are set up as existing or new non-government schools must meet the relevant State/Territory school registration requirements. 

What options are there which overcome State/Territory deadlines for school registration [curriculum accreditation] that prevent Colleges from starting in 2006?

All Australian Technical Colleges will need to be schools, providing education to Year 11 and 12 students enrolled in senior secondary certificates under relevant State and Territory Education Acts.  Colleges which are set up as non-government schools will need to meet relevant State and Territory school registration requirements.

Commencement of the Colleges will be staged over 2006, 2007 and 2008.  It is likely that Colleges which will commence operations in 2006 will be based on existing schools. Proponents looking to establish Colleges to commence operations in 2007 or 2008 will need to ensure their business plans take into account relevant registration and/or accreditation procedures.

Due to these registration and curriculum requirements it is anticipated that only a few Colleges, based on existing schools, will be able to start operations in 2006. By expecting that not all Colleges will be operational until 2008, extra time will be available to meet these established registration and/or accreditation procedures to enable Colleges to be eligible to the same rate of public funding as other government and non-government schools.

It will be up to each College to negotiate arrangements for registration with the relevant State/Territory Authorities.

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ESTABLISHING AN AUSTRALIAN TECHNICAL COLLEGE

Will there be more than one selection process?

This is unlikely.  The Request for Proposals process requested proposals from all 24 regions. 

How have the successful Colleges been selected? 

The criteria for selection of successful proposals is set out in the Request for Proposals documentation.

How will it be decided when each College will commence?

As part of their proposal, interested organisations were required to submit a proposed timeframe for the establishment of a College.  Proposals from an existing registered school, using existing infrastructure will be able to commence more quickly than those which require registration and/or significant infrastructure development.

What is to stop an existing school or schools in regions identified for an Australian Technical College from enrolling students (full time or part time) into an apprenticeship while they study for their higher school certificate concurrently?

The expansion of VET-in-schools arrangements by existing schools to provide New Apprenticeship opportunities to full-time or part-time students, and thus greater choice to meet young people’s needs, would be a positive outcome for students and local business.  It would complement the Australian Technical Colleges and add to the flexibility of the training system. 

Where the Australian Technical Colleges will differ from existing schools and TAFEs is that the Colleges will be endorsed and led by local communities, particularly local employers, business and industry; they will specialise in offering trade training to all their students through School-based New Apprenticeships arrangements; they will have high quality trade facilities where the students will learn in an environment that reflects current industry standards and work practices; and the students will learn the skills demanded by employers to pursue a trade, with the capacity to be entrepreneurial, business focussed and self employed in the future.

Can the trades offered be expanded, if a region identifies it has skill needs in other areas such as Hairdressing, Aged Care Work and Children's Services?

The industries identified are the priority areas for the Australian Technical Colleges because of the skills needs in trades in these industries. However, if there are other trades which are identified as in shortage in a region, there could be scope to expand beyond the identified areas. While hairdressing is traditionally considered a trade, aged care and children's services are not.

If additional trades are to be offered, will only the ones that are ‘traditionally considered trades’ be allowed.

Australian Technical Colleges are required to specialise in offering trade training through School-Based New Apprenticeship arrangements in priority industries. The Australian Government has established the Colleges specifically to address the issue of skill needs in the trades and to provide a school-based pathway to a trade qualification, to provide a high quality alternative for capable and committed students. Generally, a trade qualification would be at AQF III level. It is not anticipated that Colleges will provide vocational training in areas where school-based pathways are already available – such as AQF II traineeships in the service industries. However, where there are regional skill needs in areas other than those identified evidence of industry demand and clear pathways for students leading to AQF III qualifications will be required.

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FUNDING

How much public funding will be provided?

The Australian Technical Colleges will be registered schools and therefore will receive the general recurrent funding which the Australian Government provides to schools.   The Australian Government will fund each student at a College at the same rate as existing government and non-government secondary school students.

Commensurate with its own commitment to recurrent funding, the Australian Government expects that State and Territory Governments will provide recurrent funding to each College at current per-student rates. In addition, in most States and Territories School-based New Apprenticeships attract User Choice funding for training.

In addition to the student funding which it would normally provide, the Australian Government will provide $343 million over the period to 2005/2009 for the Colleges.  This funding is provided in recognition of the high cost of specialised vocational training and the additional capital and ongoing costs that will be incurred in establishing and operating the Colleges.  It will be provided on the basis of need.  Legislation to appropriate this funding has been introduced to Parliament in 2005.

Employers of School-based New Apprentices attending the Colleges may also attract employer incentives, including the special incentives to commence and retain School-based New Apprentices. To be eligible for these incentives the School-based New Apprentice must be enrolled as a secondary student under the relevant State or Territory Education Act.

Contributions to the running of the Colleges may also be sought from the employers, including in-kind contributions.

How is the funding to be allocated?

The funding allocated to successful proposals will be on the basis of need and will depend on the educational model, the mix of existing and new infrastructure, location and other relevant factors as detailed in the Request For Proposal.

How will current General Recurrent Grant funding arrangements for non-government schools apply to the Colleges?

The Australian Government provides general recurrent funding grants to both government and non-government schools. Information on these funding arrangements can be obtained from the Australian Government Programmes for Schools Quadrennial Administrative Guidelines 2005 to 2008. Part 2.2 of these Guidelines covers grants for non-government schools, including the socioeconomic status (SES) funding arrangements.

Information Guides for New Non-government Schools and Non-government Schools Undertaking Changes in Operation and associated application forms are available from the Department of Education, Science and Training's website.

In general, new non-government schools, as defined by governing State/Territory legislation, provide their February enrolments when lodging their new school application. The Department of Education, Science and Training (DEST) then seeks student address data to determine an SES score. The number of addresses provided at this stage must match the number of enrolments shown on the new school application.

Once an SES score has been determined, the application approved and an Agreement with the Commonwealth has been signed, the first payment is processed, comprising 50% of the total year grant. The timing of this payment will vary depending on the timing of the application, correct documentation being provided and accurate address data being provided. The initial enrolments are again used when processing the second 25% payment in July. The final 25% payment is made in October and is based on the actual Census data provided by the school to DEST in August. Any differences in enrolment numbers from those provided at the beginning of the year is also made in this October payment.

If an existing non-government school establishes a new subsidiary Australian Technical College campus, that campus will be funded at the same SES level of the main school.

Current SES funding rates and estimated funding for each non government school can be obtained from the SES Info link on the SES funding website.

Will states and territories provide public funding to the new Colleges?

The ATC must be schools, responsible for delivery of senior secondary curriculum under relevant State and Territory Education Acts.  As such, depending on their design and structure, the Colleges will have access to the same rate of relevant public funding for their school operations as do other government and non-government schools.  Provision of State/Territory funding to non-government schools which are ATCs is a matter for State/Territory Governments.   To date, no State/Territory government has indicated that public funding would not be made available to ATCs which are registered schools.

Registered Training Organisations, including those Colleges which are RTOs, providing the off-the-job training for School-based New Apprenticeships may be eligible for User Choice funding according to the normal arrangements.  Note that some States fund training for School-based New Apprenticeships from their education budget rather than their VET budget.

What are the current Australian Government funding rates per student for senior secondary Catholic and Independent non-government schools?

There is no set per student rate for Catholic and Independent non-government schools.  The Australian Government provides general recurrent grants to non-government schools based on the socioeconomic status (SES) funding model, whereby funding rates are determined according to the SES score that is calculated for each school. 

Under the 2001-2004 funding arrangements, students attending Catholic systemic schools were funded at a flat per student rate except in the ACT. From 2005 the Catholic systemic schools will be funded using the SES-based funding methodology.  Catholic schools which would have been financially disadvantaged by moving to this methodology have had their year 2004 per capita funding entitlements maintained in real terms. 

Independent non-government schools, including schools that are part of other independent systems, are funded either on their SES score or are in the category of Funding Maintained or Funding Guaranteed.

• Funding Maintained schools are those that would have received less money if they were funded on the basis of their SES score.  These schools have had their funding entitlements preserved, in real terms, at their 2000 funding levels (which was the level prevailing before the introduction of the SES methodology for these schools).
• Funding Guaranteed schools are those with a 2005-2008 SES score that is higher than their 2001-2004 score – that is, the score would generate a lesser per student amount of funding.  These schools have had their 2004 per capita dollar amounts guaranteed (or frozen) until the value of the new score is equal to, or greater than, their 2004 entitlements.

Part 2.2 of the Australian Government Programmes for Schools Quadrennial Administrative Guidelines 2005 to 2008 covers grants for non-government schools, including the SES funding arrangements.

Current SES funding rates and estimated funding for each non government school can be obtained from the SES Info link on the SES funding website.  A table outlining the per student rate for each school is located on this page of the SES funding website.

To what extent can the ATC funding be used to provide assistance for students from regional and remote locations? 

ATC funding can be used by the ATC to provide support services to assist rural and regional students to access the College - for example, through providing transport or accommodation.  Estimated costs will need to be justified in the business plan.  It is up to the College itself to manage these support services.

What other funding is available for students in rural areas?

Students at an ATC may be eligible for Youth Allowance.  For students who are required to live away from home in order to access education and/or training, a higher rate of Youth Allowance may be payable.  Students may also be eligible to receive payments under the Assistance for Isolated Children Scheme.  ATC students should, in all cases, seek advice from Centrelink on their eligibility for the range of services and payments available.  As the College students will be full-time students, they would be ineligible for the Living Away From Home Allowance under the New Apprenticeships Incentives Programme.

Will students at the Australian Technical Colleges be funded at the full-time rate given that they will not be enrolled full-time in the traditional school sense?

Students at the Australian Technical Colleges will be full-time, undertaking a School-based New Apprenticeship and academic studies leading to successful completion of a Year 12 certificate. As long as students are undertaking a workload equivalent to that usually undertaken at that year of schooling, general recurrent schools funding from the Commonwealth will be provided to the schools in the usual way. While the distribution of State/Territory funding is a matter for the relevant State/Territory authorities, it would be expected that College students would be regarded as full-time for the purpose of State/Territory funding.

Will regional ATCs be financially compensated for higher establishment, maintenance and other ongoing costs?

Applicants may seek funding for reasonable establishment, maintenance and other ongoing costs taking into account the location of the proposed ATC. Proponents must provide a business plan which will include a budget according to the services they will provide and the resources needed to deliver them.

What is the expenditure per student in a government secondary school in Australia?

This information is held by state governments. The most recent national report on Government Services was released on 28 January 2005. Nationally, government expenditure per full-time student in government secondary schools was $10,561 in 2002-03; but ranged from $15,634 in the Northern Territory to $9,643 in South Australia. The full report, including school education can be downloaded from the Australian Government Productivity Commission website.

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STUDENTS

When will the Australian Technical Colleges start taking students?

The first Australian Technical Colleges will commence in 2006. All 25 Colleges will be operational by 2008. Starting dates in each region will depend on, preparedness, local circumstances and whether the Colleges are established on new or existing sites.

Colleges will not necessarily begin operations as fully functioning Australian Technical Colleges. Key features, such as the core academic curriculum and trade competencies, and the governance arrangements and ‘badging’ as Australian Technical Colleges, will be in place from commencement. However, there will be scope to build to a full student body and a complete range of trade offerings after commencement.

Who can study at an Australian Technical College?

Each College will have a total of up to 300 Year 11 and 12 students. Students will be selected, through an open and competitive process, on the basis of capability and interest in pursuing a career in the trades on offer at the College.

Strong links with potential ‘feeder schools’ will be important to spread the opportunities provided by Colleges as widely as possible and ensure a strong flow of students into each College.

Students will have access to specialised career counselling to ensure they choose the best career path for them. It will also be necessary to have strong, complementary career advice arrangements in ‘feeder schools’ and other potential student catchment areas.

Can a student take up a SBNA partway through Year 11?

It is expected that all College students will have the opportunity to commence a School-Based New Apprenticeship in the trades. Ideally this would be commenced as soon as possible, at the beginning of the academic year or even during the summer break preceding the start of Year 11. Clearly, it is in the best interests of the students to commence early so as to have a chance of completing as much of the New Apprenticeship as possible while at school. However, the timing of the commencement of a School-Based New Apprentice will ultimately depend on the needs of students and employers.

It should be noted if the apprenticeship commences partway through the year, there may be issues about timing of delivery of the off-the-job training, especially in industry areas that require a sequential approach to completion of the competencies.

Will Australian Technical Colleges be able to provide education and training to mature-age students? Will the Colleges be funded to provide separate education and training options for mature age students?

The Colleges will be senior secondary schools so it is expected that College students will be young people. All College students will be expected to commence a School-Based New Apprenticeship and also undertake academic studies leading to successful completion of a senior secondary certificate. Funding will be provided for this purpose.

How will the government ensure that quality career advice is provided in Australian Technical Colleges?

Colleges will be required to provide students with access to support and career guidance. Trained career practitioners are integral to the provision of informed and comprehensive career education for students in schools, TAFE, higher education and for those seeking to change their career direction at multiple points across the lifespan.

Currently there are no national standards for practitioners in Australia which regulate minimum level qualifications, training, professional development or ethics. The Department of Education, Science and Training is working with the Career Industry Council of Australia (CICA) to develop professional standards for career practitioners. Stages one and two were completed in March 2005 and included a forum and broad national consultation during late 2004 early 2005. To view relevant documentation and background information on the development of the standards visit the EdNA Online website.

Why are Australian Technical Colleges targeting Year 11 and 12 students?

• The Australian Technical Colleges will provide an alternative school-based pathway to trade training. They will attract committed and capable students who are able to undertake a School-Based New Apprenticeship in the trades, leading to a nationally endorsed Training Package qualification, while concurrently completing the requirements of the senior secondary school certificate and retaining eligibility for tertiary entrance, wherever possible.

• It is important to maximise the pathways available to young people and ensure that options are not closed off to them at a young age. Students in Years 9 and 10 may undertake VET in schools programs already. However, streaming them into specialised trade training at such an early stage would restrict their subject choices and limit their post-school options.

• It may also not be possible for Years 9 and 10 students to commence a School-Based New Apprenticeship. Most State/Territory authorities promote School-Based New Apprenticeships to Year 11 and 12 students, with some capacity to approve them for younger students on an individual basis. In NSW a School-Based New Apprenticeship can be undertaken only in Years 11 and 12. In South Australia, Western Australia and Tasmania, there is provision for Year 10 students to be approved on a case by case basis. In Victoria, Queensland and the Northern Territory a student must be at least 15 years of age, although processes are in place in each of these jurisdictions to assess students under 15 on a case by case basis.

• The Colleges will have a role in ensuring that students have access to good career advice about the trades. Part of this would involve establishing partnerships with schools to provide Years 9 and 10 students with information and advice and encourage them to consider enrolling in an Australian Technical College. They may work with schools to identify potential candidates for a trade career and assist them with individual development plans, and encourage local schools and Registered Training Organisations to provide opportunities for Years 9 and 10 students to participate in trade-based training through the usual VET in schools programs and pre-vocational courses. Opportunities like these will maximise the pathways available to Years 9 and 10 students as far as possible.

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CURRICULUM

What courses will the Australian Technical Colleges offer?

To ensure that Australia’s pressing trade skill needs are widely addressed, the Government’s broad expectation is that each Australian Technical College will specialise in a particular trade, and will offer a trade or trades from at least four industries including:

In its area of trade specialisation, a College will offer world-class training and facilities which are at the leading edge of the field. It will be a centre of excellence in training for this field.

The actual mix of trade skills will depend on those determined by local industry and economic demands and future growth. The Colleges could commence with the trade they intend to specialise in and then add others according to demand. Colleges will need to be responsive to community needs and no ‘one-size-fits-all’ model is proposed. For example, there could be scope to offer additional trades in industries beyond those identified above, as long as they are identified areas of skill needs and are important to the local industry base.

The Government would not expect an Australian Technical College to confine its focus exclusively to one industry or one group of related trades. This means that while a College may, in its initial years, provide training in a field such as automotive and its sub-trades, later it would be expected to add courses in areas of skill needs such as metal and engineering, or construction.

All academic courses offered at the Colleges will be accredited with relevant school authorities and all vocational and technical education courses will be against the relevant national industry-endorsed Training Package qualifications. Colleges must be registered as a school and, depending on how they arrange their education and training partnerships, may also need to be a Registered Training Organisation under the requirements that apply in each jurisdiction.

Colleges will offer vocational training that results in, or forms part of, a national qualification from an industry based Training Package. It is expected that students will commence a School-based New Apprenticeship in a trade while attending the College. Under this arrangement, students are able to undertake at school the secondary school certificate that applies in their state, while being in paid part-time employment and undertaking a nationally recognised vocational and technical education qualification. The New Apprenticeship would be continued and completed through a supporting employer following the completion of Year 12.

Australian Technical Colleges will offer academic courses of direct relevance to trade careers such as English, science, mathematics and information technology skills as part of the Year 12 certificate. As well as providing a strong foundation for a trade, this will keep open the option of going on to university. Colleges will therefore need to be registered in the relevant state to provide courses leading to Year 12 certification.

In addition, the teaching of enterprise education, small business and employability skills will be embedded throughout the curriculum so that students acquire the skills and knowledge they will need to succeed in a competitive business environment. A qualified career advisor will assist the student to develop a structured career development programme.

Current State/Territory curriculum requirements may make it difficult for students undertaking a School-Based New Apprenticeship to also complete the necessary subjects to achieve their senior secondary certificate of education and tertiary entrance ranking. Is it necessary for all students to keep all these options open?

Students attending Australian Technical Colleges will be full-time, undertaking a School-Based New Apprenticeship in a trade and academic studies leading to successful completion of a senior secondary certificate in their relevant State/Territory. As well as providing a strong foundation for a trade, this range of studies should keep open the option of going on to university.

There is considerable variation however, across states in the actual mix of academic and vocational subjects which can be undertaken at the senior secondary level and which can lead to the certificate of senior secondary education and/or contribute to eligibility for tertiary entry.

It is the responsibility of Proponents to fully understand State/Territory requirements and processes relevant to all aspects of the College operations, including curriculum arrangements. A list of relevant authorities is provided at: http://www.acaca.org.au/authorities.htm

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QUALIFICATIONS

What qualifications can students attain?

Students will graduate from the Australian Technical Colleges with a Year 12 certificate and substantial progress towards a nationally recognised vocational qualification under the Australian Qualifications Framework through a series of Statements of Attainment.

It is expected that all students would have the opportunity to take up a trade School-based New Apprenticeship.  It is therefore expected that students will complete their trade training as a full-time New Apprentice after they have finished their secondary studies. Colleges will be expected to provide strong support for the smooth transition of students to the next stage of their education, training and employment.

What qualifications will the Colleges offer?  Will they be nationally recognised?  Will they be recognised for the purposes of articulation into further education?

Students of the Colleges will work towards the senior secondary certificate of education in their relevant State/Territory and will undertake a School-based New Apprenticeship leading to a nationally recognised qualification from a relevant endorsed Training Package.  Existing articulation arrangements will continue to apply.

Will students complete their New Apprenticeships while at a College?  If not, how will they complete them?

As students will be undertaking New Apprenticeships in trades which normally take up to four years full-time equivalent, they will not complete these in two years on a part-time basis.  They will complete their training with an employer and a public or private Registered Training Organisation after they graduate from the Technical College.

Is it a requirement that all College students undertake a School-based New Apprenticeship in a trade?

As stated at paragraph 2.3.2.6 of the Request for Proposal document, one of the Part One criteria for Australian Technical Colleges is that they “must specialise in offering trade training through School-based New Apprenticeship arrangements in trades”. Australian Technical Colleges will provide an alternative to existing VET-in-schools arrangements, whereby students can combine school study with vocational training and structured workplace learning. By participating in School-based New Apprenticeships, students of the Colleges will have an invaluable opportunity to pursue a career in the trades through an employment-based training pathway, while also completing their academic studies to Year 12 level, leaving open the opportunity to pursue further academic study.

In some States/Territories there may be difficulties in implementing School-based New Apprenticeships, for example, due to lack of training wage and part-time, including School-based, employment arrangements in awards covering apprenticeships or requirements in particular industries, such as licensing requirements.

The Australian Government has made an election commitment to amend the Workplace Relations Act 1996 to remove industrial relations barriers to the employment of school-based and part-time New Apprenticeships.  The proposed amendments to the Workplace Relations Act 1996 will remove barriers to the take-up of School-based New Apprenticeships across the majority of trades and related occupations targeted by the Colleges.  The Department of Employment and Workplace Relations advise that the proposed amendments may be integrated into the legislative package of industrial relations reforms the Australian Government will be taking forward from 1 July 2005 and therefore may be implemented in time for the first intake of students by the College.

If it is not possible to offer a Certificate III School-based New Apprenticeship to students, can a pre-apprenticeship pathway or a Certificate II which articulates to a Certificate III be offered as alternatives?

The Colleges will be expected to provide School-based New Apprenticeship opportunities to students in the appropriate trades, leading to a Certificate III qualification under a national Training Package.  The Government’s intention in establishing the Colleges is to provide students with an alternative school-based pathway to obtaining a trade qualification and pursuing a career in the trades, as well as to enable them to complete their senior secondary education.  In addition, once they are engaged as a New Apprentice on a Certificate III level pathway, students will be sure of ongoing employment in that apprenticeship beyond Year 12. 

In situations where students cannot be offered a Certificate III but can be offered a Certificate II, there must be a clear pathway to Certificate III qualification – that is, the Certificate II must articulate into the Certificate III.  In addition, the College must be satisfied that students will not be disadvantaged after completion of Year 12 – that is, they receive full credit for their achievements and are employed as a New Apprentice.

Colleges may determine that a particular student needs some pre-apprenticeship training and experience before being able to commence a New Apprenticeship.  However, the pre-apprenticeship pathway must be part of a specific strategy for that student, leading to a New Apprenticeship.  

Do any universities recognise vocational courses that contribute to an industry-recognised qualification as part of an apprenticeship for tertiary entrance purposes? If so, which universities do this for the trades on offer at ATCs?

It is possible in some jurisdictions for the vocational and technical education which would be provided as part of a School-based New Apprenticeship, which is undertaken as part of a student’s senior secondary studies, to be counted towards a student’s tertiary entrance ranking. However, there are significant differences in the structure, organisation and assessment processes that lead to tertiary entrances across Australia. For example, some jurisdictions limit the number of vocational and technical education courses a student can undertake and be counted towards the tertiary entry score.  

Universities set their own student admission policies.  They make offers to Year 12 students predominantly on the basis of the tertiary entrance ranking achieved after standardisation of Year 12 scores.  Some courses may have other criteria or specify particular prerequisites. 

It is the responsibility of proponents to ensure compliance with State/Territory requirements and processes relevant to all aspects of the College operations, including university entrance requirements, and take account of relevant universities’ requirements. 

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FEES

What will it cost to attend an Australian Technical College?

At government schools non-compulsory contributions are levied for a range of items, such as course materials and field-trips. These fees will continue to apply in Australian Technical Colleges, as they do in public State schools.

Non-government schools charge fees as part of their funding mix. Non-government schools are able to submit a proposal to establish an Australian Technical College. However, as with all non-government schools, Australian Technical Colleges will be required to be run on a not-for-profit basis, and no additional fees over and above existing fees will be able to be charged.   Where fees are charged, organisations will need to outline how equitable access will be achieved.

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GOVERNANCE

Who will run the Australian Technical Colleges?

Each Australian Technical College must have a governing body chaired by a representative of local business or industry. However, the emphasis will be on flexibility and a number of different governance arrangements could emerge depending on local needs.

The Governing body will be involved in the selection of, and work closely with the College Principal.  The Principal will have the autonomy to offer performance pay and must offer the option of an Australian Workplace Agreement to all staff.

The Australian Government will enter into an agreement with the relevant authority which would normally be responsible for the running of a non-government school, in the case of Colleges which are set up as non-government schools, or with State/Territory Governments in the case of Colleges which are set up as State schools.  As registered schools, the Colleges  would need to meet financial and educational accountability requirements of Australian Government and State and Territory legislation.

How will the college staff be employed?

To ensure they can attract and retain high-quality staff, Australian Technical Colleges must offer the option of an Australian Workplace Agreement to all staff in accordance with the Workplace Relations Act 1996, which will provide rewards linked to excellent performance, including performance pay. Colleges will offer attractive work conditions emphasising flexibility, high quality facilities, strong professional learning and ongoing support for teachers. Teachers and trainers will need to be appropriately qualified and accredited for their role within the Colleges. Regular industry placement opportunities may be a feature of their employment conditions.

Who will be responsible for College budgets, staffing, etc?

The Colleges will be managed by a Principal who is responsible to the College’s governing body.

Do staff working at Australian Technical Colleges need to be employed under Australian Workplace Agreements (AWAs) or do they just need to be offered AWAs?

Section 2.3.2.7 of the Request for Proposal requires that Australian Technical Colleges must offer the option of an Australian Workplace Agreement to all staff under the Workplace Relations Act 1996.  It is up to each individual member of staff whether he/she accepts the offer.

I would like to work at one of the Australian Technical Colleges.   How do I apply for a position?

Australian Technical Colleges will be responsible for their own recruitment and staffing arrangements.  They will be looking to attract quality teachers and other staff, and will provide rewards for excellent performance and opportunities for professional development.

Does State industrial relations legislation have an impact on the establishment of ATCs?

State industrial relations legislation may have an impact on the employment of staff of ATCs and the employment of ATC students as School-based New Apprentices. However, this would depend on whether ATCs employ their staff under federal or state industrial relations laws, and whether employers who employ ATC students as School-based New Apprentices do so under federal or state industrial relations laws.

Do ATCs have to comply with State Industrial Relations legislation?

ATCs must comply with all relevant legislation, including industrial relations, OHS and workers compensation legislation. The impact of State industrial relations legislation would depend on whether the employment arrangements for ATC staff or School-based New Apprenticeships are governed by such legislation.

How will the requirement to offer all ATC staff the option of an AWA apply to the employment of State/Territory teachers in government schools?

Under the Workplace Relations Act 1996 an employer may make an Australian Workplace Agreement with its employees subject to a number of conditions, including where:

• the employer is a constitutional corporation; or
• the employee’s primary workplace is in a Territory.

Employers and employees in Victoria are also able to make AWAs by virtue of the Victorian Government referring its industrial powers to the Commonwealth.

A constitutional corporation is as defined in Section 4 of the Workplace Relations Act 1996

Under the Workplace Relations Act 1996 State schools in Victoria and the Territories should therefore  be able to offer staff the option of an AWA.  An ATC based on a State school in other States would need to propose alternative arrangements which meet the requirements of the Workplace Relations Act 1996.

Will the staff of third parties who supply outsourced service to ATCs also be required to be offered an AWA?

ATCs must offer the option of an Australian Workplace Agreement to all staff under the Workplace Relations Act 1996.  Arrangements for employees of a third party which has a contract with the College are a matter for that organisation and the College to determine, as long as there is no conflict between such contract and the Funding Agreement between the College and the Australian Government.

How can I become involved in the Governance of an ATC?

The membership of each ATC governing body will be determined by the successful applicants, in accordance with the broad parameters for governance set out by the Government. Anyone interested in being involved in a particular ATC should contact the relevant College.

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