July 2024
A Project Reference Group with representatives from volunteer organisations, peak bodies and registered training organisations with innovative learning design experience was established and provided valuable input into the project.
In addition to offering expert advice on effective volunteering roles, the group considered how action learning might be imparted and evaluated in a vocational learning environment.
Our project aimed to provide:
- advice on the qualification frame model, what a new qualification might look like and mapping of current training products against proposed new products
- examples of two units of competency developed for a new qualification frame model and how the products and frame would work in practice
- reflections on and learnings gained from the project in the application of the purpose-driven model and Qualification Development Quality Principles. These may reflect amendments to training packages, templates or guidance documents that will support future work related to qualification reform and recommendations to facilitate the broader work of training product development for the active volunteering qualifications.
Project fact sheet
View the Terms of Reference and Project Reference Group members.
August - September 24
A range of consultation activities were undertaken in August and September 2024 including:
- face-to-face workshops in Perth, Sydney and Brisbane
- 2 virtual workshops
- surveys distributed to volunteers through volunteer involving organisations that were consulted.
These workshops explored:
- the foundational/fundamental skills and knowledge needed for effective (frontline) volunteering across all sectors
- the foundational/fundamental skills and knowledge that are unique for sectors and situations
- the skills needed beyond frontline activities
- current practices and activities used for skilling volunteers
- whether vocational education training has been of assistance for skilling volunteers and if not, why not.
A co-design workshop was held and a discussion paper was circulated which drew on examples of local and international practice. It also supported broader thinking on innovative design approaches to imparting skills and knowledge through learning outcomes over task competence thereby creating capacity to apply learning in varied contexts and situations.
Stakeholder consultation findings informed the design thinking approach adopted for the co-design session. A series of provocations were tested using the thinking from models of least change through to more disruptive approaches that have the potential to meet the qualifications reform purpose and principles. Questions that were explored included how we might:
- achieve more learner-centred delivery and assessment?
- train workers for the future?
- provide skills or knowledge needs beyond specific competencies or occupations to support labour market participation and pathways to further study?
- integrate foundation skills, capabilities and knowledge to ensure transferability?
- achieve a focus on learning outcomes?
Potential framework design options were discussed including how the model might meet learner needs and align with the Qualifications Reform Design Principles.
September 24
A final report was submitted to the Department of Employment and Workplace Relations in September 2024. The report incorporated recommendations from the design working group and feedback from the Project Reference Committee and other stakeholders.
In December 2024, the Skills and Workforce Ministerial Council met and considered the advice from the Qualification Reform Design Group which included findings from the demonstration projects undertaken by a number of Jobs and Skills Councils.
Ministers agreed to update the Training Package Organising Framework to reflect the new principles proposed by the Qualification Reform Design Group.
Implementing the VET reforms and new approaches will be undertaken through a phased approach from 1 July 2025 onwards.
Visit VET Qualification Reform to learn more about the initiative and next steps.