March 2004 Women: shaping our future (c) Australian National Training Authority 2004 This work is copyright. Apart from any use as permitted under the Copyright Act 1968 no part may be reproduced by any process without prior written permission from the Australian National Training Authority. Requests for permission may be directed to: Australian National Training Authority Level 11 AMP Place 10 Eagle Street BRISBANE, QLD 4000 Phone: (07) 3246 2300 Fax: (07) 3246 2490 Email: webmanager@anta.gov.au First published by the Australian National Training Authority 2004 ISBN 1877057452 Preface It is with great pleasure that I write this preface to the new national policy paper for women in vocational education and training (VET). The role of chairing the Women in VET Steering Committee which developed this paper was a great experience because of the diversity, understanding and commitment of the wonderful women involved. I acknowledge and thank each one of you (Appendix A outlines the Committee's membership). Women: shaping our future (referred to as the Women in VET Futures supporting paper during its development) was considered by Australian, State and Territory Ministers for vocational education and training in July 2003. Ministers agreed to women in VET issues being addressed in an integrated way through annual VET planning and reporting processes. To achieve this integration, a supporting framework, this paper, was built around the four objectives of Shaping our future: Australia's National Strategy for vocational education and training (VET) 2004 - 2010. Women: shaping our future has placed us in a very strong position to progress the learning and employment outcomes of women engaged in VET. Work will now continue to integrate approaches from Women: shaping our future into the series of Action Plans that will bring the National Strategy for VET 2004 - 2010 to life over the next seven years. I encourage women who are working or studying in the VET system to utilise this document to its fullest extent so that the National Strategy's vision is realised for women: VET works for people giving Australians world-class skills and knowledge Leonie Clyne ANTA Board March 2004 Introduction Transforming VET transforming women ... Evaluation report of the National Women's Vocational Education and Training Strategy 1996 - 2000 (April 2001) showed that VET can do more to achieve its full potential to deliver benefits for women and that women's issues in VET have not been fully addressed as yet, especially in training leading to good employment outcomes. Women's participation in the workforce, compared to men's, shows that there is still much to be achieved. * 55% of women are in the paid workforce, compared with 72% of men * Women make up 45% of the workforce, but only 24% of managers * More than half (52%) of working women are employed in low status, low paid clerical, sales and service occupations. This compares to only 16% of men * Only 3% of women work in trade professions, in contrast to men who hold 90% * of all trade and related jobs * Women make up more than 70% of part time workers whereas men hold two thirds (66%) of the full time jobs * Only 1% of women work part time and in a managerial capacity1 The purpose of vocational education and training (VET) is to provide skills and knowledge for work, enhance employability and assist learning throughout life2. Women enjoying accessible and quality training is essential to achieving these purposes and making progress in shifting the balance of the picture painted above. For the VET system to deliver on its promises of inclusiveness3 and having 'a client driven culture'4, it will need to acknowledge and value the diversity of women's lives and experiences. Consider the diversity - women face barriers due to disability, age, gender, cultural difference, language, literacy, numeracy, cost, unemployment, imprisonment or isolation and have particular needs, with these varying from person to person. VET needs to better respond to the multiple and diverse needs of women through critical issues such as flexibility of training, family friendly VET provision, accessible pathways from informal to formal learning, responsiveness to different learning styles, access to role models and mentors, learning supports that acknowledge whole of life needs and remove barriers to participation, and professional development programs that respect and include casual and part time workers. It is essential that equity goals are central to the whole VET system to facilitate long term, sustainable improvements for women. However VET can't meet the needs of women on its own. Better employment outcomes also depend on engaging industry and employers in addressing the issues, including creating flexible and family friendly workplaces. 1. 2003 Characteristics of the labour force, ABS, June 2002 2. The National Strategy for vocational education and training 2004 - 2010 (2003), page 2 3. The National Strategy for vocational education and training 2004 - 2010 (2003), page 4 4. The National Strategy for vocational education and training 2004 - 2010 (2003), pages 4 & 12 The Way Forward With the development of the National Strategy for VET 2004 - 2010, it was time to take a fresh look at addressing the needs of women participating in VET. Through 2002 - 03, the ANTA Board led extensive research and consultation around women's issues. Based on the outcomes of this research, the ANTA Ministerial Council (MINCO) agreed in mid 2003 to a new integrated approach to dealing with issues impacting on women in VET5. Shaping our future: Australia's National Strategy for Vocational Education and Training 2004 - 2010 The research and consultations have shown that the way forward for addressing these and other women's issues is through 'integration with visibility' in the Shaping our future: Australia's National Strategy for vocational education and training 2004 - 2010 (National Strategy). The National Strategy identifies areas for improvement to position VET to play an even greater role in the next decade of Australia's economic development. It acknowledges the contribution VET can make to regional development and places a clear focus on better responding to the multiple and diverse needs of our clients - businesses, individuals and communities. It is through leveraging against the outcomes of the National Strategy that women's issues may best be progressed. This paper has been developed around the high level objectives of the National Strategy to provide leverage and accountability for progressing women's issues via mainstream VET policy and planning processes and to provide a framework for reporting on women in VET issues. The key focus areas and enabling strategies have been identified from the evaluation of the National Women's VET Strategy 1996 - 2000 and the extensive research and consultation process conducted over the past year. Under the four high level objectives of the National Strategy are 12 strategies which describe what the National Strategy partners (including the States and Territories) have jointly committed to implementing. All of these strategies are relevant to women and will have a positive impact on access to and participation in VET and pathways to improved employment outcomes: 1. Increase participation and achievement, particularly by existing workers 2. Help clients navigate and interact with vocational education and training 3. Improve the value, brand, language and image of vocational education and training and public recognition of its employment outcomes 4. Take positive steps to achieve equality of participation and achievement 5. Make a sustained investment in TAFE and other Registered Training Organisations (RTOs) 6. Enable training providers and brokers to partner with industry to drive innovation 7. Implement flexible funding models and planning and accountability approaches 8. Develop a sustainable mix of funding 9. Strengthen industry's role in anticipating skill requirements and developing products and services to meet them 10. Make learning pathways seamless 11. Improve quality and consistency 12. Facilitate access to international markets6 5. Overseen since September 2002 by a Women in VET Steering Committee consisting of representatives from industry, enterprises, unions, public and private training providers, States, Territories, the Australian Government, ANTA, other key stakeholders and women's groups 6. The National Strategy for vocational education and training 2004 - 2010 (2003), pages 15 - 17 National Implementation The women in VET model of 'integration with visibility' in the National Strategy for VET 2004 - 2010 forms the basis of the planning, priority setting and resource allocation arrangements to advance the agenda for women nationally. Progress will come from the National Strategy action plans and key performance measures. Reporting on progress for women will be integrated into mainstream planning and reporting processes, with no addition to the current and proposed National Strategy reporting arrangements. Industry, through employer and worker representatives, will be a key stakeholder in advancing the agenda for women nationally. Industry representatives will advise on the skill needs of women in the workplace, training for women at work, and the benefits for employers of doing so. The importance of increased industry engagement in order to secure valuable training and employment outcomes cannot be underestimated. The link between training and employment is fundamental. Strategies used to address the issues of women in VET must engage industry and employers because training that doesn't lead to sustainable livelihoods generates disappointment and frustration for women and squanders the contribution women can make to Australia's economic and social life. State and Territory Implementation From the State and Territory annual VET Plans and National Strategy action plans will emerge priorities for projects and research directions incorporating women's issues. The strategies, identified in this paper or from State or Territory initiatives, will be implemented flexibly, depending on circumstances and needs in each jurisdiction. Partners to this paper can select strategies which address the priorities for women in their area and which acknowledge the diversity of women's lives and experiences. Indigenous Strategy and Blueprint Partners in a learning culture: Australia's National Aboriginal and Torres Strait Islander strategy for vocational education and training from 2000 to 2005 and its Blueprint for implementation contain strategies to ensure that VET delivers improved training and employment outcomes for Indigenous Australians. The ANTA Ministerial Council endorsed the Strategy and Blueprint in 2000. Analysis of the AVETMISS7 data undertaken for the mid term review of the Indigenous Blueprint8 has indicated that from 1997 - 2001, participation by Indigenous women aged 25 to 39 in education and training declined, while other age groups remained stable or increased slightly. It was also identified that training for Indigenous women is concentrated in the sectors of business, administration, services, hospitality, transportation, arts, humanities, social sciences, health and community services, which replicates the general population's trend for women's participation in the workforce to be largely in low paid, low status jobs. Critical issues to be addressed include access to higher level qualifications which in turn will impact upon employment outcomes. 7. Australian Vocational Education and Training Management Information Statistical Standard 8. Indigenous people in VET: a statistical review of progress, NCVER, 2003 Disability Strategy and Blueprint Bridging Pathways: the national strategy for increasing opportunities for people with a disability in vocational education and training from 2000 to 2005 and its Blueprint for implementation contain strategies to ensure that VET delivers improved training and employment outcomes for people with a disability. The ANTA Ministerial Council endorsed the Strategy and Blueprint in 2000. Initial findings of the mid term review of the Blueprint indicate that most achievements to date have been at a policy level with less evidence of improvements for people with a disability 'on the ground' especially in terms of employment outcomes. Improvements in responsiveness of the training system and engagement of employers are critical issues to be addressed for women with a disability, many of whom are not able to access training, let alone get jobs afterwards. Implementation of the Indigenous and Disability Blueprints In the Blueprints, the Australian Government, states, territories, ANTA and industry have agreed to work in partnership to make a difference for these clients. Strategies to deliver improved training and employment outcomes for women with a disability and Indigenous women should link to strategies and actions already being undertaken by Blueprint partners and those arising from the mid term review of the Blueprints. National Strategy Objective 1 - Industry will have a highly skilled workforce to support strong performance in the global economy Link between Women's Issues and Objective 1 VET is not achieving its full potential to deliver benefits for women. Despite the increasing enrolment rate of women in VET, they remain concentrated in a narrow range of traditional occupations and industries in part time positions; are clustered in lower paid occupations largely in support roles; and are under-represented in workplace management and decision making which impacts on VET9. Key Focus Areas * Investing in women as a growing segment of the VET workforce * Delivering accessible and quality VET for women that addresses their requirements as clients with particular needs eg ensuring that gender issues are addressed when developing and reviewing Training Packages * Marketing of VET to women, their key influencers and employers to change attitudes towards and perceptions of VET and women's involvement in VET * Providing information and customised advice to support and enable women in their key decision making related to life cycle transitions, including: * initial engagement with VET eg VET in schools or entry level * linking with the world of work, especially with non traditional and emerging industries where job opportunities exist * entering and re-entering work, including self employment or small business * continuing engagement and lifelong learning eg career transitions, return to study or in retirement * Monitoring and data collection ensures access, participation and outcomes can be mapped 9. Transforming VET transforming women ... Evaluation report of the National Women's Vocational Education and Training Strategy 1996 - 2000 (April 2001), pages 5 - 7 Enabling Strategies * Improving opportunities for women is an objective factored into new industry advisory arrangements * Establishing effective partnerships across and between government departments, agencies and industry to improve employment outcomes for women * Increasing the representation of women in governance of Industry Skills Councils and Group Training Companies * Encouraging the VET system and providers to model equitable outcomes for women internally * Improving links between VET and labour market policy and trends related to women's employment outcomes * Developing formal links between VET programs and the Australian Government, State and Territory small business advice and support services * Promoting the success of VET for women using role models and mentoring * Assessing the gender implications of major VET policies and research * Monitoring of and further research into gender segmentation across industries * and occupations * Reviewing data collection and measurement to map outcomes * Ensuring that VET in schools' offerings reflect a broad range of employment options available for women across occupations and industries * Improving links between informal and formal pathways for VET * Ensuring professional development to VET management, professionals and advisers engages them with issues for women National Strategy Objective 2 - Employers and individuals will be at the centre of vocational education and training Link between Women's Issues and Objective 2 Research shows that equity issues are addressed more successfully as part of core business and not as 'add-ons'. There are systemic and attitudinal barriers for women in relation to their engagement with VET that are within the ability of the VET system to address and change over time. Key Focus Areas * The VET system models equity in its employment practices * Recognising that women are a diverse and heterogeneous group with diverse life experiences and needs within this group * Recognising that women can be represented in more than one client group * Recognising that disadvantage for women can be localised and unequally distributed eg variations in local and regional labour markets and across industries Enabling Strategies * Identifying options for funding pre vocational and entry level training * Improving recognition of prior learning (RPL) processes for women's informal learning and generic skills * Improving RTOs' capacity to cater for different learning styles and needs * Identifying 'broadening occupational choices for women' as a performance indicator for VET planning and reporting * Improving employment conditions for women working in VET and building women's representation in VET management * Piloting a lifelong learning brokerage model that supports and advises women through life transitions * Coordinating approaches to funding research and disseminating information that add to understanding of inclusive practices for women * Providing professional development for teachers and VET practitioners on gender inclusive teaching and learning practices * Researching the impact of VET funding models on women's participation in VET * Identifying trends impacting on women through additional analysis of data held by the National Centre for Vocational Education Research and the Australian Bureau of Statistics * Resourcing support services for women, including childcare, customised counselling and career advice, language, literacy and numeracy tuition National Strategy Objective 3 - Communities and regions will be strengthened economically and socially through learning and employment Link between Women's Issues and Objective 3 The future success of communities and regions will increasingly depend on knowledge and skills that are transferable between industries. The capacity of women to work effectively and safely, contribute to the competitiveness of industry, engage with society, and support their communities and regions in adapting to change needs to be factored into local responses. Women's capacity to learn and work is a driver for economic, social and cultural development. Planning should consider women's role in achieving the purposes of VET, given their percentage of the population, VET participation and contribution to their communities and regions. Local level planning around VET should become the catalyst for broader government approaches and innovative partnerships with the community and industry which address and progress women's issues. Key Focus Areas * Creating better linkage for women between VET offerings and industry and employment trends, especially with the attainment of higher level VET qualifications * Developing models of collaboration with education, industry and community groups that will enable VET to address women's learning needs from a whole-of-person and whole-of-life perspective * Using VET to assist women to create more self generated business opportunities and increase locally driven employment Enabling Strategies * Implementing VET strategies to support women to establish and grow small business and to support their employees * Targeting small business with information about VET opportunities for women * Targeting women who are not yet in the workforce * Valuing older women workers and investing in their training * Funding for flexible and remote delivery that isn't only online * Providing online learning options which are inclusive of the needs of women * Improving recognition of skills for women especially for existing and older workers * Ensuring RTOs understand that offering flexibility in training can help women engage in VET, combined with mentoring and customised advice * Developing marketing and other strategies to encourage women to enter non traditional and emerging industries where growth opportunities exist * Encouraging and supporting women to undertake higher level VET qualifications leading to better employment outcomes * Encouraging employers - in particular small and medium enterprises - to invest in training for women * Marketing VET opportunities to schools, career advisers and parents * Understanding the role of adult and community education as a pathway into VET for women * Providing additional support to women returning to study and work National Strategy Objective 4 - Indigenous Australians will have skills for viable jobs and their learning culture will be shared Link between Women's Issues and Objective 4 'All Australians experience severe penalties if deprived of a learning culture and if excluded from life opportunities, including work. Aboriginal and Torres Strait Islander people experience this loss more than most Australians as a result of historical discrimination, ongoing disadvantage and a rapidly changing contemporary Australia. Education and training specifically, and lifelong learning more generally, must be at the cutting edge of economic, social and cultural development for Aboriginal and Torres Strait Islander Australians'10. Aboriginal and Torres Strait Islander women have particular needs which should be acknowledged and addressed. Partners in a learning culture: Australia's National Aboriginal and Torres Strait Islander strategy for vocational education and training from 2000 to 2005 and its Blueprint for implementation are the basis for VET, associated with increased job and business development opportunities, to provide a foundation for greater economic independence for Indigenous people11. The following strategies should build upon and link to strategies included in the Blueprint to capitalise upon progress made since the Blueprint commenced implementation in 2000. Key Focus Areas * Funding an equitable VET system for groups with particular needs, including Indigenous women * Improving outcomes for Indigenous women in VET and related employment * Improving RTOs' capacity to cater for the learning styles and needs of Indigenous women in culturally appropriate ways * Using VET to assist Indigenous women to create more self generated business opportunities and increase locally driven employment * Improving pathways to earning and employment for young Indigenous women 10. Partners in a learning culture: Australia's National Aboriginal and Torres Strait Islander strategy for vocational education and training from 2000 to 2005 (2000), page 6 11. The National Strategy for vocational education and training 2004 - 2010 (2003), page 13 Enabling Strategies * Identifying key vocational education and training (VET) issues and activities that are most important for Indigenous community development * Improving the recognition of skills of Indigenous women * Seeking out and developing proposals relevant to Indigenous women, including cross jurisdictional initiatives * Providing RTOs with targeted professional development that focuses on Indigenous learning culture and styles * Ensuring that community based training recognises and addresses cultural and linguistic diversity * Increasing the proportion of Indigenous women doing higher level and industry relevant courses * Increasing student support services for Indigenous women doing higher level VET courses, apprenticeships and traineeships * Increasing the range of VET in schools offerings and creating partnerships between schools, providers and industry to build pathways to employment for young Indigenous women * Improving links and pathways between RTOs and community based providers in Indigenous communities * Creating incentives based on outcomes for RTOs that train Indigenous women * Providing Indigenous women with access to language, literacy and numeracy support Membership of the Women in VET Steering Committee September - December 2002 Leonie Clyne (Chair) ANTA Board Coralie Achterberg Department of Employment, Education and Training, Northern Territory Maggie Aird Department of Education, Tasmania Diana Anderson National Farmers Federation Sue Bellino Liquor, Hospitality and Miscellaneous Workers Union Sharon Bush Australian National Training Authority Anne Carlin Department of Employment and Training, Queensland Meg Collins-Hughes Pilkington Australia Margo Couldrey Australian National Training Authority Rebecca Cross Department of Education, Science and Training Chris Currey Department of Education and Training, New South Wales Catherine Dunn Department of Training, Western Australia Lynn Hammond Australian Disability Training Advisory Council Sally Jeremic Department of Education, Training and Employment, South Australia Pam Jonas Victorian Employers' Chamber of Commerce and Industry Fiona Krautil Equal Opportunity for Women in the Workplace Agency Helen Lumby Department of Education and Community Services, Australian Capital Territory Susan McDonald Office of Training and Tertiary Education, Victoria Sally MacDonald-Taylor Philmac Group Anne Melrose Department of Education, Training and Employment, South Australia Robin Miles Department of Education and Training, New South Wales Julie Moss The Photography Studies College Darcel Moyle Australian Indigenous Training Advisory Council Dianne Murray TAFE Directors Australia Therese O'Leary Department of Education, Training and Employment, South Australia Susan Woodward Australian Light Manufacturing ITAB Robyn Woolley Women in Adult and Vocational Education Susan Young Reframing the Future Note: Some jurisdictions and organisations had different representatives attending different meetings. Membership of the Women in VET Steering Committee January - August 2003 Leonie Clyne (Chair) ANTA Board Coralie Achterberg Department of Employment, Education and Training, Northern Territory Maggie Aird Department of Education, Tasmania Deen Allen Department of Education, Science and Training Diana Anderson National Farmers Federation Sue Bellino Liquor, Hospitality and Miscellaneous Workers Union Margaret Browne Australian Indigenous Training Advisory Council Elaine Butler Women in Adult and Vocational Education Anne Carlin Department of Employment and Training, Queensland Meg Collins-Hughes Pilkington Australia Bernie Cook Department of Education, Science and Training Margo Couldrey Australian National Training Authority Sara Coward Office of Training and Tertiary Education, Victoria Helen Dempster Department of Education, Science and Training Catherine Dunn Department of Training, Western Australia Lynn Hammond Australian Disability Training Advisory Council Ardyce Harris Department of Education and Training, New South Wales Liz Keyes Australian National Training Authority Fiona Krautil Equal Opportunity for Women in the Workplace Agency Carol Kuzmanoski Department of Education and Community Services, Australian Capital Territory Helen Lumby Department of Education and Community Services, Australian Capital Territory Sally MacDonald-Taylor Philmac Group Helen Maddocks Department of Training, Western Australia Anne Melrose Dept of Education, Training and Employment, South Australia Julie Moss The Photography Studies College Darcel Moyle Australian Indigenous Training Advisory Council Dianne Murray TAFE Directors Australia Kathy Rankin Australian Business Ltd Moya Sandow Women in Adult and Vocational Education Susan Woodward Australian Light Manufacturing ITAB Robyn Woolley Women in Adult and Vocational Education Susan Young Reframing the Future Note: Some jurisdictions and organisations had different representatives attending different meetings.