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National Strategy - Bridging Pathways - Australia
Australian National Training Authority from 2000 until 2005
Source: Australian National Training Authority
Bridging Pathways: the national strategy for increasing opportunities for people with a disability in vocational education and training has been developed with the support of the following people.
The Australian National Training Authority (ANTA) Board
Commonwealth & State/Territory Training Authorities’ Ministers and Chief Executive Officers
The National Steering Committee: Stella Axarlis (ANTA Board Member); Louise Yates (National Disability Advisory Council); Ann Melrose (Access & Equity, S.A. DETE); Mark Bagshaw (IBM); Craig Harrison (ACROD - National Assoc. for Disability Service Organisations); Lynn Hammond (TAFE QLD) and Karina Veal (ANTA)
The ANTA Disability Forum: Mark Bagshaw (IBM); Craig Harrison (ACROD); Doug Bowers (Deaf Education Network); Lynn Hammond (Access & Equity Network - TAFE QLD); Jill Sears (Telstra); Des Lean-Fore (Blind Citizens Australia); Wendy McLachlan (Head Injury Council - Australia); Jeff Priday (Group Training Australia); Pamela Menere (Women with a Disability - Australia); Phillip Ripper (Attendant Care Coalition); Irene Towler (Schizophrenia Fellowship); Lindsay Wilson (Physical Disability Council) and Tony Vardaro (National Caucus of Disability Consumer Associations)
Vocational Education And Training Equity Managers and Staff: Marion Norton, Di Rodwell (QLD); Jan Wortley, Lyndsay Connors, Merle Thompson (NSW); Mary Finlay (ACT); Susan Allender, Pam Caven & Elvia Garward (VIC); Anne French (TAS); Ann Melrose and James Robertson (SA); Lesley Van Schoubroeck, Gordon Duffy (WA); Kate Finlayson (NT) and Maija Henzell, Rita Lee (DETYA)
National Disability Advisory Council (Office of Disability)
ACROD National Committee on Education and Training
Over 1000 stakeholders including people with a disability, people working in the disability field, vocational education and training policymakers and planners, training providers, and industry groups who participated in consultations (June 1998-April 1999)
Working Group: Paula Arro (ANTA Disability Forum) & Katy O'Callaghan (ANTA)
Bridging Pathways: The National Strategy
The goals of Bridging Pathways will be achieved when leaders of the vocational education and training and disability sectors and people with a disability, training providers, industry and government:
Understand...
The magnitude of the current inequity facing people with a disability in vocational education and training.
Invest...
In a vocational education and training system that is accountable to people with a disability.
Coordinate...
Programs and services by promoting partnerships and collaborating to increase access, participation and economic and social outcomes for people with a disability
Bridging Pathways: the national strategy for increasing opportunities for people with a disability in vocational education and training has been developed with the support of state/territory training authorities; the ANTA Board; the Disability Forum and participants in the consultation process.
Our vision is:
To create a vocational education and training system that leads world’s best practice in achieving equitable outcomes for people with a disability.
Our vision will be achieved by building on partnerships involving people with a disability, training providers, industry, policy makers and planners.
Over 3 million people in Australia today have a disability. While 80% of the general population are participating in the workforce only 53% of people with a disability do. This means that more than half a million people with a disability are not participating in the labour market. (Data available from the Australian Bureau of Statistics provides workforce participation rates for people with a disability living in households. There are approximately 22,000 people with a disability living in cared accommodation. Details of workforce participation for this group are unknown).
The positive relationship between access to vocational education, training and employment are well known. If people with a disability are not accessing vocational education and training then they are less likely to become employed.
The proportion of the Australian population with a disability aged between 15 and 64 who currently participate in vocational education and training is estimated at less than 2.5%, yet the proportion of all Australians aged between 15 and 64 who currently participate in VET was 11% in 1998 and is estimated to rise to 12% by 2005.
The proportion of the Australian population aged between 15 and 64 who have a disability is currently 16.7% yet the proportion of the VET population (aged 15-64) who have a disability is currently 3.6%. Again this demonstrates the shortfall in the participation rate of people with a disability in vocational education and training.
It is estimated that the shortfall in the participation rate of people with a disability in VET was nearly 178,500 people in year 1998 and without changes to the system will reach more than 215,000 people by year 2005.
Leaders need to act now to address the systemic inequities faced by people with a disability in the vocational education and training system.
Best practice examples throughout Australia demonstrate that when leaders understand the issues, invest in the solution and coordinate collaborative approaches to improve opportunities for people with a disability, all Australians benefit.
The goals and areas for action have been identified through extensive quantitative and qualitative research.
Opening the door
Improving the learning experience
Achieving employment and life-long learning outcomes
Creating an accountable system
To create a vocational education and training system that leads world’s best practice in achieving equitable outcomes for people with a disability.
This vision will be achieved when:
We are more than 3 million Australians.
Half a million of us could be, but are not actively involved in the economic and social life of Australia.
We believe that training can open doors...
A lost opportunity to Australia
While 1.433 million Australian's have a disability who are of working age, there should be 30% more of us participating in the labour market.
It has been estimated that the Australian community is contributing to an annual recurrent cost of $18.8 billion dollars per annum by not addressing the vocational training needs of people with a disability. (These figures are estimates based on data available at the time of writing on the cost to Australia of disability support pension payments and related payments and employee return on investment). More detailed economic modelling needs to be undertaken to better quantify the cost to Australia of people with a disability not participating in the labour market. Failure to address this issue nationally is keeping productive people out of the workforce. Research shows that people with vocational education and training qualifications are more likely to be employed than those who have no post school qualifications. People with a disability however, are not reflected in participation rates compared to their presence in the community.
This strategy provides a way forward to increase opportunities for people with a disability in vocational education and training and to create new economic and social contributions to the Australian community.
International and Australian research shows repeatedly that people with a disability are just as productive, safe and reliable as able workers.
People with a disability are participating successfully in all levels of occupations and industries and generating value to the Australian economy. Australia's leaders need to encourage a commitment to action on the basis that improving opportunities for people with a disability is economically and socially advantageous for the country.
Commonwealth and State/Territory anti-discrimination legislation and national policy decisions underpin the development of Bridging Pathways. In particular:
To achieve equitable outcomes for people with a disability there needs to be an extra 178,534 people with a disability participating in vocational education and training. Bridging Pathways provides a framework for addressing this priority.
1 in 10 Australians participate in vocational education and training, yet people with a disability account for only:
1 in 6 VET students are undertaking a New Apprenticeship, yet people with a disability account for only:
Bridging Pathways: the national strategy for increasing opportunities for people with a disability in vocational education and training has four goals.
Goal 1: Opening the door
To increase access to vocational education and training for people with a disability.
Goal 2: Improving the learning experience
To improve successful participation and attainment in all fields of study and levels of vocational education and training.
Goal 3: Achieving employment and lifelong learning outcomes
To achieve outcomes in employment and lifelong learning to allow people with a disability to make a greater contribution to the economic and social life of the community.
Goal 4: Creating an accountable system
To create an accountable system that provides equitable outcomes for people with a disability.
We will be successful when:
Where we are now:
People with a disability are one of the most under-represented groups in vocational education and training today.
Of the total population of vocational education and training participants, only 3.6% reported as having a disability although 16.7% of working age Australians have a disability. To achieve equitable representation it is estimated that the vocational education and training system needs to accommodate 178,534 extra people with a disability.
People with a disability more often enrol in preparatory, basic education and basic employment skills programs than do other students. They also tend to be over represented in programs that have lower labour-market demand and exist in declining industry areas. These patterns of participation have negative consequences for later employment outcomes. In short, people with a disability are much less likely to participate in programs leading to higher level qualifications.
There are several reasons for the clustering in lower levels.
In 1998 almost 20% of VET students with a disability left school before they turned 15. Vocational education and training in schools is one important development that can encourage individuals who might otherwise leave school early, to take up further training options. Those who do leave school early need alternative transitional pathways to access vocational education and training.
Access covers much more than ability to use public transport and physical access to buildings. Access also means having transition programs to training and having appropriate information about programs. Given these circumstances, issues of access to vocational education and training are especially crucial for people with a disability.
Recent changes to vocational education and training allow a range of new and more responsive options that have the potential to benefit people with a disability. Yet the complexity of the vocational education and training sector and the diverse range of sources of assistance available means that many people are unaware of the opportunities. All people need accessible information about vocational education and training programs and the supports that can facilitate access to programs. For people with a disability, particular care needs to be taken to ensure that information is available in appropriate formats, styles and is distributed to reach the targeted clients.
Despite recent improvements to the supply of vocational education and training, training uptake will not increase unless individuals can easily access and understand the system.
To succeed we need to
1. Improve pathways to vocational education and training
2. Provide accessible information
Goal 2: Improving the learning experience
We will be successful when
Where we are now
People with a disability are not recording the same progress or satisfaction with their vocational education and training as other students.
In general, people with a disability appear to take longer to complete vocational education and training modules and have a somewhat higher attrition rate than do other students. For example, 13% of enrolments by people with a disability result in withdrawal. This group also records lower pass rates, 74.1% of people with a disability pass their modules compared to 80% of students without a disability. These statistics indicate that the learning experience needs improvement.
We are moving in the direction of a more client-focussed system where the onus will be more on the provider to build strong relationships with clients and potential clients. The requirements of the individual need to be better recognised and accommodated to enable successful participation and completion. The services provided will need to vary according to individual need.
People with a disability are represented in all sectors of the Australian community. It is necessary to consider the training needs of individuals from a wide range of groups, when designing appropriate training for people with a disability. This is particularly critical for those people who may fit into more than one equity group eg a person with a disability from a non-English speaking background. Training services should be highly flexible and responsive in terms of location, timing and mode of delivery.
For the vocational education and training system to be truly client centred, it needs to ensure those policy reforms such as user choice and flexible delivery are inclusive of people with a disability. The design of flexible and inclusive competency standards and the availability of appropriate assessment processes are two key factors in overcoming some of the barriers faced by people with a disability.
People who develop and deliver Training Packages need access to detailed advice concerning disability issues and workable solutions so that units of competency are inclusive and can be customised when required.
The ability of training providers and workplace assessors to apply reasonable adjustment when carrying out assessment is critical to the overall quality and outcomes of the training for people with a disability.
Sound advice needs to be available on how assessors and trainers can make reasonable adjustment in assessing competency in the endorsed and non-endorsed components of Training Packages.
The ability of teachers and staff to relate to clients is central to the learning experience. Until teachers and staff understand the potential of people with a disability to succeed and offer flexible and responsive services, people with a disability will continue to underachieve in vocational education and training.
To succeed we need to
1. Provide client focused training
2. Equip the vocational education and training sector with skills in providing inclusive training
Goal 3: Achieving employment and lifelong learning outcomes
We will be successful when
Where we are now
People with marketable skills and qualifications earn higher wages and face less risk of long term unemployment than people who have no post school qualifications. Yet people with a disability who successfully gain qualifications are not reaping the same benefits as other graduates.
Less than 50% of graduates with a disability find employment upon completing their course, compared to 74% of all graduates.
New Apprenticeships (formerly traditional apprenticeships and traineeships) enhance employment outcomes through flexible work-based training. However, people with a disability are not participating in these programs as readily as other Australians. In fact, people with a disability comprise only 2% of people undertaking New Apprenticeships. In partnership with small business, Group Training Companies are ideally placed to facilitate the expansion of New Apprenticeships to offer entry-level career opportunities for people with a disability.
Poor employment outcomes have also been attributed to industry reluctance to offer employment placements to individuals whose support needs are not understood or adequately resourced. Strategic linkages between training providers, employers and employment assistance services are crucial to maximising employment outcomes.
On-the-job training support is important not only for the student but also for the employer. However, many services and incentives are specialised or targeted and employers may be unaware of available supports.
While employment is the most important outcome for the majority of people participating in training, not all learners seek employment outcomes. Many have other motivations such as lifelong learning or providing a contribution as a community member to society. 17% of graduates with a disability undertake further study for interest or personal development compared to approximately 10% of all graduates.
Whatever their aspirations, people with a disability are least positive about the difference vocational education and training makes toward the achievement of their purpose for undertaking a program. Employers have a role to play in maximising the benefits of employing qualified people with a disability. New strategies need to be developed to reinforce benefits to employers.
To succeed we need to
1. Develop links with employers and employment assistance services
2. Support effort to undertake further education and life-long learning
Goal 4: Creating an accountable system
We will be successful when
Where we are now
The Disability Discrimination Act 1992 requires training providers to identify barriers which people with a disability encounter when accessing programs and services and to develop strategies to minimise the impact of these barriers. An additional regulatory mechanism in the VET system is the Australian Recognition Framework which requires all training organisations seeking registration to demonstrate commitment to access and equity principles and processes.
Despite these safeguards, people with a disability still face discrimination at many stages of their training. Too few training providers review their processes and plan for equitable training provision. Also, greater attention to taking responsibility and initiative at the policy and planning level is needed. Policy, planning, funding and delivery mechanisms for vocational education and training need to be inclusive of the requirements of all.
Mechanisms for resource allocation impact strongly on behaviour and outcomes. The vocational education and training sector is becoming increasingly competitive. The impact of market pressures on increasing training opportunities for people with a disability needs to be more fully understood and this market force embraced to achieve equitable outcomes for people with a disability.
Effective implementation of this Strategy will only be possible if considerable effort is expended on gaining commitment from the broader community. Some solutions go beyond vocational education and training. A cooperative whole-of-government approach will often be required. Vocational education and training systems need access to expert advice on disability issues.
Better collaboration can ensure more efficient use of resources and can address the needs of people with a disability in a more holistic way. Sectoral boundaries tend to prevent collaboration across sectors unless specific strategies are developed to encourage cooperation. There are a number of levels at which collaboration can occur systemically - at a policy level, across levels of government, and at the level of service provision.
Tracking systemic change should result not only in compliance with the Act but also bring about a shift in planning and delivery to a diverse client base. This will be an investment to meeting the objectives Australian National Strategy for vocational education and training.
To succeed we need to
1. Ensure compliance with legislation and regulative frameworks
2. Implement inclusive resource allocation practices
3. Promote collaboration through partnerships
Putting Bridging Pathways into action
We believe that Australia can achieve equitable outcomes for people with a disability in vocational education and training within 20 years.
To achieve this, specific goals, actions and performance measures should be established and agreed on in the next phase of Bridging Pathways. The creation of an implementation plan through consultations with each State and Territory initially to advise on benchmarks and interpretations of the strategic actions is critical to this phase.
Bridging Pathways: the national strategy for increasing opportunities for people with a disability in vocational education and training will initially result in Australia leading world’s best practice and ultimately aims to achieve total parity on all measures of success for people with a disability.
Appendix 1: Glossary of Terms
Appendix 2: Glossary of Acronyms
Appendix 3: Calculations of current situation
Appendix 4: Estimates of opportunity costs
Term: Access and equity. Description: Strategies to open vocational education and training to all individuals in the community, particularly focusing on those groups that have been traditionally under-represented.
Term: Australian Qualifications Framework. Description: A comprehensive, nationally consistent Framework incorporating all qualifications recognised in post-compulsory education throughout Australia. The Framework identifies six levels with corresponding titles and guidelines in the VET sector.
Term: Australian Recognition Framework. Description: The quality assurance and recognition arrangements underpinning the National Training Framework. The key elements of the National Training Framework include nationally recognised competency standards, nationally recognised qualifications and nationally recognised training organisations.
Term: Business Services. Description: Disability employment assistance services that employ people with a disability within a specific purpose enterprise.
Term: Commonwealth Employment Assistance Services. Description: Includes all Commonwealth funded employment services available to people with a disability, including: Disability Employment Assistance Services (FaCS) and Job Network Intensive Assistance Services (DEWRSB).
Term: Competitive Employment Training and Placement. Description: Disability employment assistance services that provide employment placement and training support to people with a disability, working or seeking work in the open labour market.
Term: Disability Employment Assistance Services. Description: The Commonwealth Department of Family and Community Services provides funding for a range of Employment Assistance Services including Competitive Employment Placement and Training Services (CETP), Supported Employment Services and Business Services.
Term: Flexible delivery. Description: An approach to training that enables a variety of ways in which clients can learn and demonstrate competence. Clients can choose what, where and how they learn, and are provided with training that suits their individual learning needs and styles.
Term: Learning Supports. Description: Learning supports provided to students in VET may include a range of in-class or out-of-class supports such as tutoring, sign language interpreters, note taking, equipment, workplace modification for work based training.
Term: National Training Package. Description: A set of national training resources consisting of national competency standards, assessment guidelines and national qualifications. These components are endorsed by the National Training Framework Committee. The package can also include non-endorsed components, namely: assessment materials, learning strategies, professional development materials and unit cost information.
Term: New Apprenticeships. Description: New Apprenticeships consist of a flexible combination of practical work with structured training and lead to nationally recognised qualifications; they incorporate Apprenticeship and Traineeship programs.
Term: Private provider. Description: Organisation other than a TAFE institute or other government-owned institution that provides training to individuals and industry.
Term: Qualification. Description: Formal certification, issued by a relevant approved body, in recognition that a person has achieved learning outcomes (defined as competencies in the VET sector) relevant to identified individual, professional, industry or community needs.
Term: Recognition of Prior Learning. Description: The recognition of skills and knowledge against course outcomes, ie learning outcomes. RPL also involves the recognition of competencies held against relevant competency standards. RPL is sometimes referred to as Recognition of Current Competencies (RCC).
Term: Registered Training Organisation. Description: Any training organisation registered in accordance with the Australian Recognition Framework providing vocational education, training and/or assessment services. Includes TAFE colleges/institutes, private providers, community providers, some schools and higher education institutions, enterprises and firms, industry bodies and any other organisation which meets the requirements for registration.
Term: Training Providers. Description: This term is used to incorporate organisations that deliver vocational education and training; this would include Registered Training Organisations that are publicly operated, privately operated, or employer-based.
Appendix 2: Glossary of Acronym
ACE Adult Community Education
ABS Australian Bureau of Statistics
ANTA - Australian National Training Authority.
AQF - Australian Qualifications Framework.
AVETMISS - Australian Vocational Education and Training Management Information Statistical Standard.
DAWS - Disabled Apprentice Wage Support.
ITABs Industry Training Advisory Boards.
QETO - Quality Endorsed Training Organisation.
NCVER - National Centre for Vocational Education Research.
NTP - National Training Package.
RPL - Recognition of Prior Learning.
RTO - Registered Training Organisation.
Appendix 3: Calculations of current situation
The Shortfall in the Participation Rate of People with a Disability in VET
Enrolment and Achievement in VET
Outcomes from VET
Appendix 4: Estimates of opportunity costs
Mark Bagshaw - Chair, ANTA Disability Forum - International Marketing Manager - IBM
The following estimates are based on an economic analysis of information and data presented publicly. It includes an estimation of overall cost of 'not increasing opportunities for training and employment'. Key areas considered have included (a) disability support pension payments, (b) other related payments and (c) employer's 'employee return on investment' calculations from 1993 & 1996 ABS and DSS data available. (These figures are estimates based on data available at the time of writing on the cost to Australia of disability support pension payments and related payments and employee return on investment. More detailed economic modelling needs to be undertaken to better quantify the cost to Australia of people with a disability not participating in the labour market).
The ANTA Disability Forum believe that conservatively speaking, there is an annual recurrent lost opportunity cost made up of:
Source: Australian National Training Authority
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