CB Engineering Apprenticeships
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CB Engineering Apprenticeships. MESAB PROJECT. OTTE funded to advise training system stakeholders of industry agreed system. Presentations to TAFE providers, GTCs, NACs. Brochure - content agreed by OTTE, Employer Associations and Unions. Council of Australian Governments (COAG)

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CB Engineering Apprenticeships

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Cb engineering apprenticeships

CB Engineering Apprenticeships

Mesab project


  • OTTE funded to advise training system stakeholders of industry agreed system.

  • Presentations to TAFE providers, GTCs, NACs.

  • Brochure - content agreed by OTTE, Employer Associations and Unions.

Drivers of change

Council of Australian Governments (COAG)

removal of reference to time in apprenticeships,

completion based on achievement of competency units.

“Apprentices be certified as competent by a State or Territory Training Authority without the need to make a special application when they have demonstrated competence to industry standards:

through the amendment of training legislation and administrative procedures where necessary; and

by removing references to fixed duration from awards and legislation in all jurisdictions where such awards prevent early sign off based on competency.”

Drivers of Change

Drivers of change1

Drivers of Change

  • Victorian ‘Maintaining the Advantage’ Policy

    • Vic Govt and Industry to accelerate apprenticeship completions.

  • Victorian Inquiry into VET

    • DET negotiate with Industry to implement competency based rather than time-served apprenticeships - to be linked with strengthened QA and auditing, and dispute resolution process.

  • Metal, Engineering & Associated Industries Award

    • competency based progression and completion of apprenticeships

    • increased apprenticeship wages depending on level of schooling achieved

    • Stage 1 – entry

    • Stage 2 – on completion of 25%, or 12 months (whichever earlier)

    • Stage 3 – on completion of 50%, or 12 months (whichever earlier)

    • Stage 4 – on completion of 75%, or 12 months (whichever earlier)

    • progress and completion is by agreement between TAFE provider, employer and apprentice.

Key components of system

Key Components of System

  • record keeping = TAFE

  • assessment decisions = TAFE (employer confirmation)

  • TAFE responsibilities on training contract unchanged

  • sign-off of trade training pgm = completion of apprenticeship

  • improved communication arrangements critical

  • advice to employers when apprentices moving to the next stage

  • ‘show cause’ dispute resolution process (assessment evidence critical)

  • State Training Authority and Industry to agree on audit measures

Ideal scenario

Ideal Scenario ?

  • TAFE providers and a STA that is working towards growing the apprenticeship system and in particular, engineering trades

  • great TAFE communication processes with employers and potential apprentices – email, letters, third parties, log books, visits, marketing, apprentices

  • a TAFE training service that allows business to remain the top priority rather than a ‘institute timetable’

  • flexible trade programs that allow non-traditional employers to use the apprenticeship system

  • teachers that know and routinely deal with their clients (employers)

Dissenting views

Dissenting Views?

  • “…trades have been shortened…”

  • “…trades are now 3 years…”

  • “…there is now less funding…”

  • “…it is de-skilling trades…”

  • “…employers don’t want this…”

  • “…TAFEs need more money …”

  • “…current OTTE funding model is a barrier…”

  • “… TAFE look after off-job only…”

  • some TAFEs need central guidance, pro-formas, independent 3rd parties, and are unhappy with new requirements.

    Industry has placed its faith in TAFE providers!



  • changes driven by COAG and peak Industry representatives

  • changes designed to attract apprentices (higher starting pay for higher school levels, progress through pay rates and early completion based on extra effort)

  • changes designed to allow employers a greater say on what, when and how

  • the integrity and regard for apprenticeships needs to increase through this process

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