Appendix 1: Program logic diagrams for the three streams: skills, workforce participation and Local Solutions – Better Futures Program Logic Model: Skilling Australia’s Future Workforce Stream Objective: Improve education and skill levels across the labour market, including unemployed and underemployed people, so that Australians are equipped with the skills required to thrive in a more innovative and sustainable economy and contribute to the productivity of the nation Inputs Activities Outputs Short Term Outcomes Interim Evaluation Report (Dec 2013) Medium Term Outcomes Final Evaluation Report (Oct 2014) Longer Term Outcomes Outside BAFW Evaluation $3 billion over 6 years including $1.75 billion for VET Partnership Information Campaign State Government support and engagement Industry funds Stakeholders Target group clients Parents Employers Industry National Workforce and Productivity Agency State Governments Commonwealth Government agencies Ministers Unions Training providers Skills Australia Job seekers Workers National Workforce Development Fund Productivity Education and Training Fund National Workforce and Productivity Agency Accelerated Australian Apprenticeships Apprenticeships Mentoring National Partnership for Vocational Education and Training More help for Mature Workers Improved access to the Language, Literacy and Numeracy Program Australian Apprentice Access Program – continuation of funding arrangements Additional Workplace English Language and Literacy Program places Training places for single and teenage parents Fund guidelines finalised National Workforce and Productivity Agency established Materials and guidelines for competency- based apprenticeships available Mentors identified Mentors and advisors in place National Partnership for Training Places for Single and Teenage Parents signed National Partnership for Vocational and Educational Training Industry is engaged with and has confidence in the reforms Employers sign up to the fund Increased numbers of workers and others with improved LLN skills Participation by teenage parents in training Flexible and accessible training arrangements in place National Partnership for Vocational and Educational Training driving reform in state and territory governments’ training systems More apprentices undertaking qualification recognition through a competency- based approach Lower drop-out rate of apprentices after year 1 and faster progression of training Training in areas of skill shortages / improvement in workforce planning National Workforce and Productivity Agency managing the National Workforce Development Fund Improved access to training including foundation skills by target groups in target areas Formal recognition of skills of mature age workers Improved skill levels of workers National Partnership for Training Places for Single and Teenage Parents delivering training outcomes New arrangements with the States delivering increased: equity, transparency, efficiency and quality Training funding directed to high value activities through administration by the National Workforce and Productivity Agency Increase in training participation and completions Increase in apprenticeship retention and completions Improved education and skills levels across the labour market Increased employer satisfaction with skill levels of workers Improved productivity Program Logic Model: Participation through increased responsibility with more opportunities and support
Appendix 2: Mapping of key questions to stakeholders Clients i.e. individuals and families Employers/ Industry groups Education/ Training providers /Industry Skills Councils/ centres JSA/DES, and other case managers e.g. Centrelink Community stakeholders e.g. chambers of commerce, local councils, local NGOs Community coordinators: LECs, RESJs, CALs, GALS and others Fed and State govt officers (including DEEWR) Non support services e.g. housing, childcare Overarching 1 Has BAFW improved participation in employment, training and education in key target groups and the ten place based locations? y y y y y 2 Has BAFW improved engagement in activities that lead to increased participation in employment, training and education? y y y y y 3 Has BAFW improved the quality and appropriateness of services provided to target groups (i.e. are people being engaged in the right mix of services)? y y y y y y 4 What barriers and enablers have impacted on the ability of the BAFW package to achieve its objectives? y y y y y y y y 5 What unintended consequences – both negative and positive – have arisen as a consequence of implementing the BAFW package? y y y y y y y y 6 What are the key lessons and suggested actions to improve the overall performance of future workforce and participation initiatives? y y y y y y y y Skills 7 To what extent has BAFW affected employers’ awareness of, and investment in workforce development and training? y y y 8 Has BAFW contributed to an increase in the qualifications and skills, including foundation skills, of people in the targeted populations? y y y y 9 Did BAFW meet the expectations of employers and industry in responding to skills shortages? y y y y 10 How effective has BAFW been in addressing skills-shortages and improving workforce planning? y y y y Clients i.e. Employers/ Education/ JSA/DES, and Community Community Fed and State Non
individuals and families Industry groups Training providers /Industry Skills Councils/ centres other case managers e.g. Centrelink stakeholders e.g. chambers of commerce, local councils, local NGOs coordinators: LECs, RESJs, CALs, GALS and others govt officers (including DEEWR) support services e.g. housing, childcare Place-based 11 Has BAFW changed family functioning, children’s outcomes and the capacity of people to manage their day-to-day affairs, including financial management? If so, how? y y y y 12 Has BAFW resulted in the increased participation of children in activities that improve their well-being? What impact, if any, has this had on children’s or family outcomes? y y y y 13 Has BAFW changed linkages between services, including between levels of government and with local communities and service providers? Has this contributed to changed outcomes for the most disadvantaged clients? If so, how? y y y y y y y y 14 Have existing service providers changed their attitudes and practices towards assisting target groups (for example through a greater commitment to ensuring services meet the needs of hard-to-reach target groups)? What impact, if any, has this had on target groups? y y y y y y 15 What have been the benefits and limitations of the approach, including any impact on the capacity of communities to design and deliver local solutions? y y y y y y y 16 Have compulsory participation plans been an effective tool to engage participants? y y y y 17 PM&C question Workforce participation 18 Has BAFW improved the willingness and confidence of target groups to participate in activities that lead to an employment, training or education outcome? y y y y 19 What changes (if any) have occurred to employer attitudes towards employing the key target groups? y y y 20 What levels of awareness do employers have, of available services and supports for key target groups? y y y