Singapore is probably the best known prototype of a nation that has successfully up-skilled its work-

force over the last 40 years. For the fifth consecutive year, the World Economic Forum has rated
Singapore’s labor force first in terms of computer literacy, and second in the world in terms of
availability of skilled people as well as worker motivation. The World Competitiveness Yearbook 1996
rated Singapore’s education system first in terms of its ability to meet the “needs of a competitive
economy”. And the various executive opinion surveys reported in the World Competitiveness Report
suggest that Singapore is ranked number 1 amongst all developing nations in terms of a number of
human resource dimensions, including the availability of skilled people, equal opportunity, industrial
disputes, worker motivation, attitude of the workforce, and competitive values. Finally, the biggest
piece of international research on education standards (the Third International Maths and Science
Study, 1997), which compared the scores of 13 year olds in math and science, placed Singapore at the
top, in both math and science. (In comparison, the United States placed 17th in science and 28th in
Math). On both education and training dimensions of national human resource development therefore,
Singapore’s achievements are excellent. In more specific terms, the number of people with tertiary
level qualifications increased at an average annual rate of 10% between 1983 and 1993. By 1997, almost
all junior and middle level managerial and supervisory positions are held by local Singaporeans as are a
significant proportion of executives and managerial ones, even in wholly owned subsidiaries of MNC’s.
For a more comprehensive listing of the evidence, see Cheah (1997). Malaysia, for example, has
introduced some features of the Singapore model (Kuruvilla, 1996) while there is debate in India and
several other countries regarding introducing the skills development fund system, the part of the
Singapore model that has been most popular and most analyzed and described.

United Kingdom:- The UK is made up of four nations: England, Northern Ireland, Scotland and Wales.
The UK Parliament is responsible for policy in England while the Scottish Government, Welsh
Government and the Northern Ireland Assembly have a wide range of devolved powers, including over
skills policy. In practice, they are similar TVET systems, but devolution has led to some interesting
differences in how skills development is delivered and supported:

• England: has introduced a training levy on large employers to fund increased apprenticeship numbers
and is passing increasing responsibility to regions for determining skills needs to support economic
development. England’s colleges are autonomous corporations with borrowing powers and freedom to
act commercially provided they protect public money. Government has encouraged a process of
collaboration and merger in order to improve longer term financial stability and enhance the learner
experience.

• Northern Ireland: has also clustered and reduced the number of its colleges and has an integrated
careers service model. It has pursued a policy of ‘quality’ modern apprenticeships. These schemes
typically last three years and are focussed on specific high level growth occupations.

• Scotland: has maintained a stable TVET system with high quality apprenticeships and strong national
careers information, advice and guidance services. It has clear skills plans the major sectors of the
economy, a consolidated college structure and a well-regarded credit and qualifications framework
• Wales: has acted to reduce the number of its colleges. It has established regional skills partnerships,
comprised of government, providers, and employers to address regional needs. Wales has also moved
apprenticeship provision away from lower level skills to focus on higher level qualifications. Government
maintains a close direct relationship with key employers in Wales and works to bring them and training
providers together.

Australia :- ocational education is central to Australia's economic growth and business

productivity. Australia needs a vocational education and training (VET) system that ensures
qualifications are designed to provide the skills that employers and industry need now and in the
years to come. A strong VET...

Skills support for individuals

Australia’s national training system supports over three million students annually to gain the
skills to secure and maintain rewarding and sustainable employment. This includes new job
starters, those re-entering the workforce, retraining for a new job or upgrading their skills for an
existing...

Skills and training for business

Developing your skills and the skills of your employees can help to keep your business
competitive. Investing in skills and training can increase productivity and innovation, help you
attract and retain high quality employees and improve customer satisfaction.

Skills information for training providers

The Australian Government provides a regulatory environment to ensure vocational and

education and training (VET) providers and practitioners develop students with the skills and
knowledge needed to perform well in the workplace.

Skilling Australians Fund

The Australian Government is committed to working with industry to ensure the vocational
education and training (VET) sector responds effectively and efficiently to the skills required by
employers and supporting apprentices and trainees through the Skilling Australians Fund (the
Fund).

Australia-India Skills Mission

The 2017 Australia-India Skills Mission, Skilling a Global Economy will bring together
representatives from business, industry and government. The aim of the visit is to strengthen
collaboration between Australia and India, fostering new ways of working together to address
skills and workforce...

National Regulatory Framework

Extension of transition period for training products endorsed between September 2015 and
March 2016 ...

International skills engagement

The Australian Government is laying the foundation for greater skills and training collaboration
internationally, and is engaging with key countries in the Asia-Pacific region on vocational
education and training (VET).

Australian Industry and Skills Committee

The AISC was established by the COAG Industry and Skills Council in May 2015 to give
industry a formal, expanded role in policy direction and decision-making for the vocational
education and training sector.

Rollout Skills Checkpoint for Older Workers Program

To fill a gap in the services currently available to older Australians, the Australian Government
is funding a national rollout of the Skills Checkpoint for Older Workers Program (the Program).
The Program is based on a model that was piloted by the Department of Education and Training
from 2015...

National Training Complaints Hotline

Prior to lodging a formal complaint with the National Training Complaints Hotline, it is
important to follow the formal grievance process of the training organisation with which you
have a grievance. ...

Publications and resources

Publications related to the vocational education and training (VET) sector.

Closed Skills programmes

The Australian Government has discontinued some skills and training programmes as part of its
work to streamline the way skills assistance is provided. Existing customers can access
information on closed skills programmes via the following links.

Commonwealth Scholarships Program for South Australia

The Commonwealth Scholarships Program for South Australia provides opportunities for 1200
undergraduate, postgraduate and vocational education and training students to undertake study,
training and internships in South Australia. The scholarships will be offered through two
application rounds and...
National VET Data

In 2012, the Council of Australia Governments (COAG) Skills Ministers agreed to the collection
and reporting of total Vocational Education and Training (VET) activity data by all Registered
Training Organisations (RTOs) from 1 January 2014. This is reflected in the Data Provision
Requirements,...

Review of the National Vocational Education and Training Regulator Act 2011

In 2017, the Hon Karen Andrews MP, the Assistant Minister for Vocational Education and
Skills, commissioned a review of the National Vocational Education and Training Regulator Act
2011 (NVETR Act) and its associated legislative framework. The review was part of the
Australian Government’s...

Trainer and assessor credential requirements

Well-qualified trainers and assessors are pivotal to the success of Australia’s VET system.

VET Student Loans

VET Student Loans commenced on 1 January 2017, replacing the VET FEE-HELP scheme. The
VET Student Loans program offers greater protection for students and focuses on courses that
address industry needs, creating better opportunities for employment. VET Student Loans...

Vocational Pathways

Vocational Learning and Vocational Education and Training (VET), which include Australian
School-based Apprenticeships, can be undertaken by secondary students.