In this Part, we examine whether TAFEs routinely monitor the efficiency and effectiveness of their enrolment processes. This oversight is important, as understanding the strengths and weaknesses of their practices will help TAFEs improve the enrolment experience for prospective students.

TAFEs should have efficient processes that support prospective students to finalise their enrolment. These processes should be free of unnecessary steps, duplicative information collection, and manual processing where possible.

In this Part, we examine the efficiency of TAFEs' enrolment processes.

1.1 Vocational education and training

VET helps students develop technical skills and knowledge through practical, hands‑on learning. It provides them with pathways into a diverse range of industries, including nursing, hospitality, and traditional trades. According to the National Centre for Vocational Education Research, VET also plays a critical role in improving the opportunities of disadvantaged learners, as it helps individuals overcome key employment barriers, such as low literacy or numeracy levels.

The vocational education and training (VET) sector helps individuals develop skills and knowledge across a broad range of industries. These skills prepare graduates for employment or further education.

Victorians may study VET through technical and further education (TAFE) institutes and universities, or through other government and non-government providers, such as secondary schools, community organisations and industry skills centres. There are 12 publicly owned TAFEs across Victoria, and four dual‑sector universities that deliver VET.

Acronyms

The Victorian Auditor-General’s Annual Plan 2019–20 was prepared pursuant to the requirements of section 7A of the Audit Act 1994, and tabled in the Victorian Parliament on 27 June 2019.

Independent assurance report to Parliament

Ordered to be published

VICTORIAN GOVERNMENT PRINTER June 2019

PP No 41, Session 2018–19

During this audit, we conducted a survey of all Victorian school principals on their understanding of the child safe standards and the ministerial order requirements, and of their schools' compliance obligations.

In the survey, we asked school principals about their perception and understanding of the available guidance and support, their self-assessing of compliance, and demonstration of compliance through the school review process, as shown in Figure D1.

Figure D1
Survey questions for school principals

Figure C1
National principles for child safe organisations

Figure B1
Ministerial order requirements