||Employment and Training
||19 September 2012
||EDBE2012/0258 - 0015|
|Next Review Date:
||30 June 2013
Table of content
Supplementary Recurrent Assistance (SRA) will be allocated to public vocational education providers based on their Indigenous student numbers and by focusing provider effort on the eight priority areas for Indigenous education by the previous Ministerial Council on Tertiary, Education and Employment (MCTEE).
- improving Indigenous literacy
- improving Indigenous numeracy
- increasing the employment of Indigenous Australians in education and training
- improving educational outcomes for Indigenous students
- increasing Indigenous enrolments
- increasing the involvement of Indigenous parents / community members in educational decision making
- increasing professional development for staff involved in Indigenous education
- expanding culturally inclusive curricula.
SRA aims to assist providers to accelerate educational outcomes for Indigenous Australians beyond those which could reasonably be expected from mainstream and their own-source funding.
SRA is intended to supplement mainstream funding, not substitute or replace it.
SRA funding aims to improve Indigenous literacy and numeracy and increase the enrolments, professional development and employment of Indigenous Australians.
Who can apply?
SRA funding in the Northern Territory is only available to Charles Darwin University and Batchelor Institute of Indigenous Tertiary Education.
Funding for SRA is provided through the Department of Business Training Contract.
Mandatory requirements for SRA funding include:
- the RTO must comply with the current national VET regulators standards for registered training organisations
- compliance with the NT Employment and Training Act
- ongoing compliance with the Department of Business policies and procedures as they relate to VET
- compliance and cooperation in matters relating to audit.
The Northern Territory has a diverse clientele, for many clients from remote communities English is not their primary language. In addition people in remote communities are often disadvantaged due to the lack of ‘underpinning knowledge’ of mainstream VET.
The Department of Business recognises the need to provide some students enrolled in skill based vocational training with integrated support to develop underpinning knowledge, language, literacy and numeracy skills to achieve outcomes in vocational education and training.
Guidelines / procedures
Funding application process
Providers must have a minimum Indigenous enrolment of 20 full-time equivalent (FTE) students to be eligible for SRA.
Providers are required to report annually by 31 March of the year following the funding year, on their performance against the performance indicator. (See Appendix A)
Funding is based on performance data from the previous year and is capped at the maximum amount agreed in the Training Contract.
Payments are made in two instalments. The first payment of 70% will be made on signing of the Training Contract. Subsequent payment is conditional upon achievement and compliance with progress, performance and financial reporting requirements and payable following final submission.
Funding formula / example
Funding is calculated based on eligible full time equivalent (FTE) student numbers.
The student FTE is determined by dividing the total actual hours delivered by 540 (contact hours).
For example an RTO that delivers 10 800 hours to eligible students will have a FTE of 20 students.
10 800 Hours / 540 Contact Hours = 20 FTE Students.
The FTE is then paid at the rate of $1212.97 per FTE.
Funding is paid up to the maximum level identified in the Training Contract and is capped at the Department budget allocation.
Educational outcomes achieved by students as measured by the overall module / competency and percentage of course completions for each level of qualification.
- pass rate
- fail rate
- withdrawal rate
- completion rate
- Certificate I
- Certificate II
- Certificate III
- Certificate IV
|What the indicator tells us:
||This indicator provides data on the completion of qualification levels (AQF Certificates I, II, III and IV) and it measures the educational outcomes of Indigenous students. It collects data on pass, fail, withdrawal and completion rates.|
||Data provided to AVETMISS national VET Collection by the institution. The list of AVETMISS codes and formulae below must be used to measure and calculate the reported rates.|
Providers must provide the pass rate, fail rate, withdrawal rate and completion rate for Indigenous students.
Providers must use the formulae provided at Appendix B to calculate the reported rate.
The definitions of the various rates are those used in the AVETMISS national VET data collection. For a list of codes see Appendix B.
In addition to these requirements the RTO must report the number of completions at each level of qualification.
The combined percentages for the four categories of completion must equal 100%.
An RTO had 40 indigenous student completions in the reporting year. Six completions were at the Certificate I, 11 were at the Certificate II, 17 were at the Certificate III and six were at the Certificate IV. This would be reported as follows:
||(6 / 40)|
||(11 / 40)|
||(17 / 40)|
||(6 / 40)|
Formulae for calculating
Outcomes under AVETMISS
The following codes and formulae must be used to calculate the outcomes at:
20 – Competency achieved / pass
30 – Competency not achieved / fail
40 – Withdrawn
51 – Recognition of Prior Learning (Granted)
60 – Credit Transfer
70 – Continuing enrolment
81 – Non-assessable enrolment – Satisfactorily completed
82 – Non-assessable enrolment – Withdrawn or not satisfactorily completed
Completion rates must be calculated using the following formula:
((20+81) / (20+30+40+81+82)) * 100
Pass rates must be calculated using the following formula:
((20+51) / (20+30+40+51)) * 100
Fail rates must be calculated using the following formula:
(30 / (20+30+40)) * 100
Withdrawal rates must be calculated using the following formula:
(40 / (20+30+40)) * 100
Signed on 19 September 2012 by:
Employment and Training