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THE CARE INDUSTRY – A TIME FOR ACTION<br />

Figure 4: <strong>Community</strong> <strong>Services</strong> and <strong>Health</strong> Training Package<br />

students, 2007-2011<br />

<strong>Community</strong> <strong>Services</strong> Training Package<br />

Other States<br />

126.5<br />

150<br />

107.0<br />

100<br />

89.5<br />

83.0<br />

107.0<br />

126.5<br />

100 71.2<br />

50<br />

83.0<br />

89.5<br />

71.2<br />

50<br />

0<br />

26.1 25.2 31.1 37.2 45.3<br />

2007 2008 2009 2010 2011<br />

26.1 25.2 31.1 37.2 45.3<br />

0<br />

Year<br />

60<br />

2007 2008 2009 2010 2011<br />

<strong>Health</strong> Training Package<br />

Year<br />

37.8 34.0<br />

Victoria<br />

50 60<br />

33.1<br />

Other States<br />

37.8 34.0<br />

Victoria<br />

40 50<br />

33.1<br />

Other States<br />

30 40<br />

18.8<br />

Students Students (’000) (’000)<br />

Students Students (’000) (’000)<br />

200<br />

200<br />

150<br />

20 30<br />

10 20<br />

100<br />

Victoria<br />

Other States<br />

Victoria<br />

Source: NCVER (2012), Table 8.<br />

8.9<br />

5.0 10.6 18.5 22.3 24.3<br />

8.9<br />

2007 5.0 2008 10.6 2009 Year 18.5 2010 22.3 2011 24.3<br />

2007 2008 2009 2010 2011<br />

Year<br />

Figure 5: <strong>Health</strong> students in VET and Higher Education, 2007-2011<br />

Students (’000)<br />

0<br />

150<br />

120<br />

90<br />

60<br />

30<br />

0<br />

Higher Education<br />

VET<br />

112.7<br />

13.9<br />

2007<br />

18.8<br />

29.4<br />

119.8<br />

129.4<br />

51.6<br />

Year<br />

139.8<br />

148.6<br />

60.1 58.3<br />

2008 2009 2010 2011<br />

A related issue is the scope of data<br />

available. Currently only Government<br />

funded VET activity is reported. Capturing<br />

total VET activity, another aspect of the<br />

transparency agenda, would also improve<br />

the ability of this E<strong>Scan</strong> to provide an<br />

insight into how training packages are<br />

currently being used.<br />

Research commissioned by the<br />

Australian Council of Private Education<br />

and Training (ACPET) estimated that<br />

there were 1.4 million full time equivalent<br />

students in the private tertiary education<br />

and training market, many of whom<br />

receive no public subsidy (Horwart, 2010).<br />

However, it is not possible to report what<br />

proportion of this activity covers students<br />

in community services and health.<br />

This means that the enrolments reported<br />

in Figure 5 and Tables 5 and 6 do not<br />

capture the full extent of training activity<br />

in community services and health. Only<br />

publicly funded training providers are<br />

currently required to report this activity<br />

until 2014. As a result, it’s difficult to<br />

estimate how many persons are actually<br />

qualified. In Appendix D a comprehensive<br />

list of course enrolment details for the<br />

community services and health training<br />

packages is provided.<br />

Data in Tables 5 and 6 cannot be directly<br />

compared to those in Appendix D as the<br />

data reflects the sectors that have been<br />

recently defined as a result of the Training<br />

Packages review and streamlining<br />

process that is still ongoing.<br />

INDUSTRY VIEWS ON<br />

CURRENT TRAINING<br />

Less than two thirds of respondents to<br />

the CS&HISC online survey (60%) were<br />

satisfied with the quality of the training<br />

currently provided to students and existing<br />

workers. The most commonly raised<br />

concerns were:<br />

ww<br />

The speed with which some providers<br />

are graduating students may<br />

compromise quality training<br />

ww<br />

Capacity of e-learning and simulated<br />

learning environments to substitute<br />

for a workplace setting.<br />

A number of respondents would like a<br />

greater emphasis in current training on:<br />

ww<br />

Workplace learning and assessment<br />

ww<br />

Developing the skills of workplace<br />

supervisors.<br />

Poor quality and consistency of training<br />

outcomes undermines the confidence of<br />

employers in the value of qualifications<br />

and the reputation of RTO’s delivering<br />

quality training. In response we will<br />

leverage an action plan developed by key<br />

stakeholders in Children’s <strong>Services</strong> and<br />

Aged Care at a Training Quality Forum<br />

and broker the NWDF (which engages<br />

employers in planning and managing<br />

the development of their people) to work<br />

with RTOs to encourage good practice.<br />

Table 5: Enrolments in<br />

<strong>Community</strong> <strong>Services</strong> Training<br />

Package qualifications by sector,<br />

2009-2011<br />

Sector 2011<br />

%<br />

Change<br />

Aged care 40 106 49.3<br />

Alcohol and<br />

other drugs 3 401 58.9<br />

Case management 1 495 58.4<br />

Children's services 69 741 75.6<br />

<strong>Community</strong><br />

development 667 44.1<br />

<strong>Community</strong><br />

services general 33 197 47.8<br />

Disability services 14 812 52.2<br />

Education support 12 391 83.5<br />

Employment<br />

services 1 509 62.3<br />

Management and<br />

coordination 2 279 36.7<br />

Mental health 3 491 60.7<br />

Other areas 2 047 70.3<br />

Volunteering 935 24.7<br />

Youth, family<br />

services, child<br />

protection 6 387 35.9<br />

Total CHC08 192 458 59.7<br />

Table 6: Enrolments in<br />

HLT07 <strong>Health</strong> Training Package<br />

qualifications by sector,<br />

2009-2011<br />

Sector 2011<br />

%<br />

Change<br />

ATSI primary<br />

health care 1 918 25.8<br />

Ambulance 330 117.1<br />

Complementary &<br />

alternative health 5 094 17.9<br />

Dental/oral health 5 964 11.4<br />

Emergency<br />

response 7 546 -18.6<br />

General health<br />

services 19 641 10.6<br />

<strong>Health</strong> support<br />

services 1 761 -81.2<br />

<strong>Health</strong> technical 1 225 -22.3<br />

Nursing 22 922 18.7<br />

Population health 391 -1.3<br />

Total HLT07 66 792 -3.2<br />

ENVIRONMENTAL SCAN <strong>2013</strong> : SECTION THREE CURRENT IMPACT OF TRAINING PACKAGES<br />

Source: DIISIRTE (2012), NCVER (2012).<br />

28 29

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