REGIONAL EDUCATION, SKILLS AND JOBS
PLAN
NEW SOUTH WALES – RIVERINA
2012 – 2014
JULY 2013
This plan was first published in July 2012. This is the July 2013 edition.
Details in this report are correct at time of drafting.
This report can be found at the Regional Education, Skills and Jobs webpage (www.deewr.gov.au/resj) or the
My Region website (www.myregion.gov.au).
For more information about this plan, please contact:
The Office of Regional Education, Skills and Jobs
GPO Box 9880
Canberra ACT 2601
Email: oresj@deewr.gov.au
ISBN:
978-0-642-78631-9 [PDF]
978-0-642-78632-6 [DOCX]
With the exception of the Commonwealth Coat of Arms and where otherwise noted all material presented in this
document is provided under a Creative Commons Attribution 3.0 Australia licence
(http://creativecommons.org/licenses/by/3.0/au/).
The details of the relevant licence conditions (http://creativecommons.org/licenses/by/3.0/au/legalcode) are
available on the Creative Commons website (accessible using the links provided) as is the full legal code for the
CC BY 3.0 AU licence.
The document must be attributed as the Regional Education, Skills and Jobs Plan 2012-14 – Riverina.
Disclaimer about data used in this plan
Data used in the development of this plan comes from a variety of sources and was correct at time of drafting. This
document should not be used as a data source as data referred to may have been updated or reformulated since
the publication of the plan. Refer to primary sources for confirmation of data.
Regional Education, Skills and Jobs Plan – Riverina 2
www.deewr.gov.au/resj
CONTENTS
Regional Education, Skills and Jobs Plans ................................................................................ 4
Strategies .................................................................................................................................................. 4
Community engagement........................................................................................................................... 4
Implementation ........................................................................................................................................ 4
Executive summary ................................................................................................................ 5
Characteristics of the region ................................................................................................... 8
Population ................................................................................................................................................. 8
Early childhood education and care ........................................................................................................ 10
School education ..................................................................................................................................... 11
Tertiary education and training .............................................................................................................. 14
Jobs, skills and workforce development ................................................................................................. 16
Other characteristics ............................................................................................................................... 20
Murray–Darling Basin Plan ................................................................................................................. 20
Impact of the variation in the characteristics of the LGAs.................................................................. 20
Technology .......................................................................................................................................... 20
Issues, goals and strategies ................................................................................................... 21
Issue 1 Support early childhood service providers within the region to comply with the National
Quality Framework.................................................................................................................................. 22
Issue 2
Low access to and participation in early childhood education and care. ............................... 24
Issue 3 Young people are disengaging from education at key transitional points and not developing
the skills required for employment or achieving Year 12 or its equivalent. ........................................... 25
Issue 4 Literacy and numeracy skills are increasingly becoming a barrier to obtaining employment
and meeting the labour needs of employers. ......................................................................................... 29
Issue 5 Challenging labour market with high youth and Indigenous unemployment, skill shortage
areas and an ageing workforce. .............................................................................................................. 30
Issue 6 Skills shortages have been identified in several industries across the region including
agriculture, health, trades, aged care, education, engineering, accounting, managers. ....................... 33
Issue 7
Workforce development to meet the impacts of the Murray–Darling Basin reform. ............ 34
Appendices .......................................................................................................................... 35
Appendix A — Stakeholders .................................................................................................................... 35
Appendix B — Existing related plans and strategies ............................................................................... 36
Abbreviations ....................................................................................................................... 38
REGIONAL EDUCATION, SKILLS AND JOBS PLANS
The Australian Government announced the Regional Education, Skills and Jobs Plans initiative in the
2011–12 Budget, as part of the Building Australia’s Future Workforce package. The initiative addresses
four key areas of the Australian Government’s productivity and social inclusion agendas: early childhood
education and care; Year 12 attainment; participation in vocational and higher education; and local job
opportunities.
The Department of Education, Employment and Workplace Relations (DEEWR) has deployed 34 Regional
Education, Skills and Jobs (RESJ) Coordinators to work with local stakeholders to develop Regional
Education, Skills and Jobs Plans for the 46 Regional Development Australia (RDA) areas that cover nonmetropolitan Australia.
The plans present locally identified opportunities and challenges and outline local strategies to improve
education, skills and jobs outcomes in regional Australia.
For more information, including the contact details of your local RESJ Coordinator, please refer to the
Regional Education, Skills and Jobs webpage at www.deewr.gov.au/resj.
Strategies
Each plan reflects community priorities and includes goals and local strategies to achieve the
community’s objectives, based on four key themes: early childhood education and care; school
education; tertiary education and training; and jobs, skills and workforce development.
The plans build on the range of services and programs already offered by DEEWR and the strategies draw
on the programs of other government agencies and the opportunities arising from major local projects.
Community engagement
The plans were developed by RESJ Coordinators with close community engagement and include views
from young people, parents, employers, educators, service providers, peak bodies, community leaders,
government organisations and agencies, and other interested individuals and organisations. The plans
draw strongly upon existing strategic plans in each region, including the local RDA regional plan.
DEEWR acknowledges the traditional owners of the Riverina RDA region and their elders past and
present recognising their continuing connection to country. This plan strives to build and harness
mutually respectful relationships and reflect community priorities in education, skills and jobs
development for the region.
Implementation
The RESJ Coordinator, on behalf of DEEWR, will oversee the implementation of the strategies and
promote and coordinate linkages between the government agencies, providers and stakeholders
involved in this plan’s implementation.
Progress towards achieving the goals within each plan will be closely monitored, while stakeholders will
be kept informed through participation in plan strategies.
This edition incorporates strategies that respond to changes in local circumstances identified through
continuing community input or changing government priorities in regional Australia as well as access to
new data. The plans continue to be living and responsive documents that will be revisited throughout
their implementation to June 2014.
Regional Education, Skills and Jobs Plan – Riverina 4
www.deewr.gov.au/resj
EXECUTIVE SUMMARY
The Riverina Regional Development Australia (RDA) region stretches 500 kilometres east to west across
South Central New South Wales and is covered by 14 Local Government Areas (LGAs): Carrathool,
Coolamon, Cootamundra, Griffith, Gundagai, Hay, Junee, Leeton, Lockhart, Murrumbidgee, Narrandera,
Temora, Wagga Wagga and Bland. Changes to the boundaries of some New South Wales RDA regions in
2012 resulted in the Bland Shire being moved from the Central West RDA region to the Riverina region.
This change is reflected in the revised Riverina and Central West RESJ Plans.
The Riverina region generates over $1 billion annually in agricultural and horticultural production; it is
Australia’s largest producer of wine (about 50% of the region’s wine production is exported), and is a
major centre for defence. The Riverina is also the site of the Barrick Cowal Gold Mine which generates an
estimated $54 million in annual household income.
A comprehensive environmental scan and community consultation have been carried out to identify the
key education, skills and jobs challenges for the Riverina RDA region. The challenges include:

supporting the early childhood education and care sector to comply with the National Quality
Framework reforms

school disengagement at key points in schooling years; at Year 4, transition from primary to high
school, and Years 10–11

low levels of literacy and numeracy

opportunities to improve access to flexible training and tertiary pathways for regional and rural
communities

uptake of school-based traineeships and apprenticeships

maximising labour market participation, particularly for disadvantaged groups such as
Indigenous Australians, people with disabilities, migrants, older workers and youth

workforce and business development issues around critical skills shortages (agriculture, aged
care, early childhood education and care, allied health, engineering, renewable energy)

attracting, retaining and educating a skilled labour force in light of ageing populations

workforce development to meet the impacts of the Murray–Darling Basin reforms.
The key goals of this RESJ Plan are to:

support early childhood education and care providers to have strategies in place to meet the
requirements for child care reforms and the needs of the local community

improve literacy and numeracy to enhance jobseekers’ ability to obtain employment

develop localised programs and pathways which address Closing the Gap for Aboriginal
Australians and promote social inclusion for people with disability, migrants, older people and
youth
Regional Education, Skills and Jobs Plan – Riverina 5
www.deewr.gov.au/resj

develop meaningful and engaging educational pathways to assist young people to reach Year 12
or the equivalent

develop localised pathways to tertiary and further education and training for young people while
still in school, particularly through vocational education and training and school-based
traineeships and apprenticeships

identify skills shortages and link with training pathways to meet immediate and future needs

maintain the sustainability of communities affected by water reforms through the
Murray–Darling Basin reform and identify economic diversification strategies.
The Riverina RDA region has a RDA Committee with a broad plan, including education, skills and
employment opportunities, which have informed the development of this RESJ Plan.
Some outcomes achieved by the RESJ Coordinator working with local stakeholders include:

Conducting the Griffith Early Childhood Education and Care (ECEC) Industry Roundtable in
June 2012. The forum was attended by 70 key stakeholders and industry champions representing
ECEC services, governments, training organisations, Job Services Australia providers and unions.
Australian and State Government initiatives to assist with ECEC workforce development were
shared with the participants and practical strategies were identified by participants to help
address regional workforce concerns. A range of issues that affect compliance with the National
Quality Framework, recruitment and training were also discussed. Following on from the forum,
State and Australian Government funding to support two Certificate III Children’s Services
courses for 30 job seekers within the Wagga Wagga region has been secured.

Forming the Early Childhood Strategic Leadership and Development Network as a result of the
Griffith ECEC Roundtable Forum. This group was formed in direct response to industry requests
for increased links among service providers, to share resources and experiences and to develop
strategic and targeted solutions to the workforce development needs of the sector. The Network
will identify and implement key strategic priorities and projects for the ECEC sector across the
Riverina. The group has developed its own governance framework (terms of reference) and will
develop the following strategies/projects in 2013:
o
A follow up ECEC Roundtable Forum in Griffith with a particular focus on the use of
technology within the Industry
o
An industry promotional package to target recruitment and retention of staff within the
industry
o
Leadership and Management Training for ECEC Directors and Educators within the
region
o
Conduct an employer survey to support the development of a National Workforce
Development Fund application.

Facilitating the ‘School and Beyond - Agricultural Career Pathways’ Discussion in November 2012.
The event was attended by 11 key educational stakeholders from state government, university,
TAFE and the School and Community Partnership Brokers across the Riverina and Murray RDA
regions. The aim of the day was to discuss current skills shortages, pathways for school leavers
within the agricultural and primary industries sectors, and strategies to promote agricultural
science and agriculture as a viable employment pathway. The group will reform in 2013 to
discuss the formation of a cross regional alliance and to develop projects for 2013-2014 to
support students within agricultural School-based Apprenticeships and Traineeships and
vocational education and training courses.

Supporting the Wagga Wagga Aboriginal Employment and Economic Development Group to
develop an Aboriginal Employment Action Plan. The group meets monthly to report on
implementation of the plan and to discuss new opportunities to increase long term Aboriginal
employment, skills and educational participation in the Wagga Wagga area.

Supporting the local School and Community Partnership Brokers to conduct Youth Mental Health
Forums in Wagga Wagga and Griffith. Approximately 100 students and support staff attended
the events aimed at raising awareness of youth mental health issues, local service provision, and
the development of student centred strategies around mental health issues within the school
and the community. The forums will now be an annual event within the Department of
Education and Communities school calendar.
CHARACTERISTICS OF THE REGION
This section sets out the characteristics of the region identified through a comprehensive environmental
scan and local consultations. The information detailed in this section is not exhaustive of the
characteristics of the region, but provides an overview and insight to some of the challenges facing the
region.
To guide the RESJ Coordinator’s identification of issues and engagement with the community, various
data sets have supported the development of this plan. Data used in the development of this plan was
sourced from DEEWR, the Australian Bureau of Statistics and other relevant sources. Data referred to
may have been reformulated and was correct at time of drafting. Different data sets are refreshed at
different intervals, for example, unemployment rates are updated monthly for national and
state/territory figures and quarterly for regions.
Population
Spanning an area of almost 59,990 square kilometres, the Riverina RDA region is situated west of
Canberra and forms a junction between three major state capital cities: Melbourne, Sydney and
Adelaide. The region is the traditional lands of the Wiradjuri people.
The estimated resident population of the Riverina RDA region in 2011 was approximately 149,019
people, decreasing by 0.3 per cent points over the year.
According to the 2011 Census there were 32,226 people of school age (5-19 years) in the region, there
were 15,447 people of working age (20–64 years) and 23,585 people aged more than 65 years. 0–14 year
olds made up 21.3 per cent, and 65 years and over made up 15.7 per cent of the population. In 2011 the
median age for the Riverina was 38 years. In 2036 it is projected that the population aged 65 years and
over to rise from 14.0 per cent to 25.2 per cent, while the proportion of those aged 55 years and under is
expected to decrease (NSW State and Regional Population Projections, 2006-2036, 2008).
At the time of the 2011 Census, 4.8 per cent of the Riverina population identified as Aboriginal or Torres
Strait Islander higher than the NSW and National average (2.5%), with 14 per cent of the population born
overseas (NSW 32%, Australia 31%) and 86 per cent born in Australia (NSW 68%, Australia 69%).
In 2011 Narrandera and Murrumbidgee LGAs had the highest percentage of Aboriginal Australians within
the Riverina RDA region, with Temora, and Gundagai having the lowest. Table 1 provides more detail
about the population.
Regional Education, Skills and Jobs Plan – Riverina 8
www.deewr.gov.au/resj
Table 1: Riverina RDA region population, 2011 figures
Indigenous population
Local Government Area
Population
No. of People
% of population
Bland
6018
243
4.1
Carrathool
2668
171
6.7
Coolamon
4213
101
2.5
Cootamundra
7501
286
4.0
Griffith
25292
1008
4.1
Gundagai
3753
90
2.4
Hay
3097
166
5.5
Junee
6091
389
6.8
Leeton
11406
649
6.0
Lockhart
3082
72
2.5
Murrumbidgee
2338
226
10.3
Narrandera
6123
594
10.1
Temora
5928
96
17
Wagga Wagga
61509
2758
4.6
Source: 2011 Census: Regional Population Growth, Australia 2006-2011
2011 Census figures indicate the population growth rates across the Riverina RDA region have varied,
with many inland regional areas such as Hay (-2.6%), Murrumbidgee (-2%) and Lockhart (-1.2%) having
experienced a population decline. This decline can be attributed to long periods of drought with many
residents moving to larger towns such as Wagga Wagga and Griffith for secure employment
opportunities.
Goal 3 of the NSW 2021 Plan states that the NSW Government will work with regional communities,
businesses and local government to achieve steady and strategic growth in our regions, with one of the
targets to increase the population in regional NSW by 470,000 by 2036. To complement the NSW 2021
plan and facilitate the delivery of long term goals the NSW government have developed, in consultation
with community, Regional Action Plans (RAPs).
The Riverina Region RAP lists the communities’ priorities for the region over the next 10 years under the
following strategic platforms:

Support economic growth within the region

Improve education outcomes and increase community participation and employment
opportunities

Integrate and improve human service delivery

Improve regional infrastructure

Accessible quality health services that attract skilled health professionals

Manage natural resources effectively to achieve environmental and economic stability
Actions and strategies have been developed under each of the priorities, all of which support Goal 3 of
the NSW 2021 Plan. Opportunity exists for whole of government collaboration on numerous projects.
Early childhood education and care
The early childhood education and care (ECEC) sector includes public, private for-profit and communitybased service providers and includes preschools, occasional care, family day care, long day care and
outside school hours care services. In 2011 there were an estimated 10,509 children aged 0–4 in the
Riverina, with the majority of ECEC centres located in the towns of Wagga Wagga and Griffith (NSW
Department of Planning, ‘NSW SLA Population Projections 2006 to 2036’, 2010).
Community consultation has revealed that Aboriginal children and their families access ECEC services at
a lower rate than other groups in the community. This is considered to be due to a high unemployment
rate, minimal access to transport, minimal access to Aboriginal early childhood workers and the
limitations of cultural awareness and competence existing within some services.
Further community consultations indicate that ECEC services within the Riverina RDA region vary in their
preparedness and planning for the requirements of the National Quality Framework. Among these
services there is great diversity in financial and operational capacity and the complexity of the
communities they work in. Often services are isolated and are the only provider within a town and the
sharing of information, resources, training, staffing and ideas through established networks is limited.
Figures from the National ECEC Workforce Census 2010 indicate that in New South Wales around 30 per
cent of paid ECEC contact staff had no ECEC related qualification. Figures from the NSW Department of
Education and Communities (DEC) (State Training Services) suggest that 5800 New South Wales child
care workers will require up skilling as part of the early child care reforms. Access to the Australian
Government’s Recognition of Prior Learning initiative will be vital for ECEC services with experienced
employees.
Aboriginal community representatives have suggested looking more broadly at employment
opportunities within the ECEC sector through the development of integrated allied health courses with
early childhood courses to build capacity within Aboriginal communities.
In 2012, the Federal Government announced $31 million in funding through the Education Investment
Fund for the Early Start Facility at the campus of the University of Wollongong. The strategic teaching,
research and community engagement initiative will deliver a new generation of graduates across
disciplines to work with young children aged from 0-12 and with their families. The initiative will connect
38 initial Early Start Engagement Centres across New South Wales one of which will be based in Griffith.
These centres will offer the opportunity to deliver innovative teaching programs; encourage
multidisciplinary research and capacity build communities (including Indigenous) through targeted
parental and family engagement. It will host Australia’s first Children’s Discovery Centre, an accessible
facility for families with young children to engage in innovative learning-through-play activities and
events. The three-level building facility is due to open in 2015.
The Australian Early Development Index (AEDI) measures young children’s development across five
domains: physical health and well-being, social competence, emotional maturity, school-based language
and cognitive skills, and general knowledge. 2009 AEDI data indicated, at a national level that
23.6 per cent of children were vulnerable on one or more domains and 11.8 per cent were vulnerable on
two or more domains. The 2010 follow up AEDI data found that the communities of Gundagai, Coolamon
and Leeton had some of the lowest proportions of vulnerable children for the Riverina RDA region, falling
below the national rates on both measures. However, the AEDI communities of Carrathool,
Murrumbidgee and Temora had some of the highest proportions of vulnerable children—higher than the
national averages on both measures.
The Home Interaction Program for Parents and Youngsters (HIPPY) operates in Ashmont and Tolland in
Wagga Wagga through Anglicare. HIPPY supports parents and children in the year before formal
education with pre-literacy and pre-numeracy skills. Further support into the first year of formal
schooling extends this support to focus on children’s learning and development. The Australian
Government has committed over $100 million to HIPPY to support ongoing program delivery in
50 mainstream locations and expand the program to an additional 50 locations, with an emphasis on
Aboriginal and Torres Strait Islander communities. DEEWR is expanding this program to 50 new
communities. Twenty-five new locations will start program delivery in 2014 with the remaining 25 new
locations starting in 2015. Expressions of interest were sought in early 2013 from communities
interested in the program.
In 2010 NSW DEC funded two Schools as Community Centres (SaCCs) within the Riverina: Cootamundra
Primary School (Cootamundra LGA) and Narrandera Primary School (Narrandera LGA). These schools
service areas with significant socioeconomic issues. SaCCs work in partnership with community and
government agencies to support families with children 0–8 years through the provision of a range of
services that support transition to school by building relationships with families, reducing the levels of
vulnerability and risk to children.
School education
The NSW DEC provides information about schools in New South Wales. The Riverina RDA region falls
within the NSW DEC Riverina Region. Currently, NSW DEC is undergoing a departmental restructure
which may result in changes to the composition of these Regions in the near future. However, data to
date remains classified by the Region noted above.
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment
completed by every student in Years 3, 5, 7 and 9 in four domains: reading, writing, language and
numeracy. Any student at or above the minimum standard has achieved the basic skills of literacy and
numeracy for that year and has the required skills to fully participate in schooling. Table 2 provides
further detail.
Table 2: Riverina students at, or above, the NAPLAN minimum standard in 2011 (%)
Year 3
Year 5
Year 7
Year 9
Reading
97.7
96.1
97.3
94.5
NSW
95.4
91.2
95.1
91.3
Numeracy
95.7
94.4
94.0
90.9
NSW
96.5
95.0
94.5
92.9
Source: NSW Department of Education and Communities, 2011
NAPLAN results for the region have increased across all age levels in reading and numeracy from 20102011 and have exceeded the NSW minimum standards in most year levels. Education professionals from
within the region have indicated many literacy issues in young students are often related to learning
disabilities, lack of school engagement or undiagnosed hearing and speech problems; all of which create
further issues through a child’s educational life. Charles Sturt University is addressing these issues
through the development of the Specialist Integrated Community Engagement (SpICE) model. The model
will see undergraduate students from a variety of disciplines (speech, occupational therapy, nutrition,
oral health, nursing and early childhood teaching) placed within three rural New South Wales towns
(Griffith, Forbes and Parkes). The model is built on the notion of building the capacity of a community by
fostering a sustainable cross-sectoral initiative to create a community of learners.
In 2012, the Department of Education and Communities, NSW public school February census enrolment
data indicated 32,646.08 students within the Riverina were enrolled within a NSW public school (primary
and secondary) which is a drop of approximately 146 students from 2011. Schools for specific purposes
had 270 students enrolled which is an increase of 13 students from 2011-2012.
Table 3 provides some detail of apparent school retention rates in Riverina. The rates shown in the table
are significantly lower than the rates for New South Wales; however there has been improvement from
2010 to 2011. At a regional level, rates tend to be more volatile because of smaller populations, varying
enrolment patterns to complete secondary education and student movement between school regions
and school sectors. These rates are also strongly linked with the Riverina RDA region’s low higher
education levels and the increasing demand for tertiary qualified professionals in the region.
Table 3: Full-time apparent retention rates in Riverina public schools, 2005–2011 (%)
Year Level
2005
2006
2007
2008
2009
2010
2011
NSW Retention Rates (2011)
Years 7–10
86.6
85.5
85.6
87.3
87.5
90.4
92.2
102.3
Years 10–12
56.8
56.8
57.8
55.5
57.7
59.7
60.6
73
Years 7–12
50.6
50.3
50.0
47.5
49.4
52.1
53
70.5
Source: NSW Department of Education and Communities, June 2011
The National Partnership Agreement on Low Socio-economic Status School Communities aims to
transform the way schooling takes place in participating schools and addresses the complex challenges
facing students in disadvantaged communities. This is a joint initiative between the Australian
Government, the NSW Department of Education, the Catholic Education Office and the Association of
Independent Schools of NSW.
There are approximately 29 participating schools in the Riverina region. These schools are funded to
explore innovative measures to improve learning outcomes for students from disadvantaged
backgrounds. Central to these activities are partnerships with parents, other schools and businesses.
In 2011 the NSW Government established the Tertiary Pathways Review Committee as part of its
commitment to increase young people’s participation in post-school education and training. In June
2012, the committee made 15 recommendations within the following areas:

Enhanced transparency and better evidence-based decisions

Higher aspirations and expectations

Improved educational attainment and preparation for tertiary study

Equitable financial support

Expanded opportunities for rural and regional students

Better communication and information for students and parents

Incentives for innovation
To meet the complex challenges around retention, some schools in the region have developed
transitional programs and alternative learning pathways to provide meaningful and engaging experiences
for students, particularly for disadvantaged and disengaged young people. The programs include a
mixture of accredited courses, work experience and school-based learning. Community organisations,
School Business Community Partnership Brokers and Youth Connections providers are supporting
schools that run these programs. Additional support for young people is available through the IGNITE
Mentoring Program which is a partnership between NSW DEC, Anglicare and the Wagga Wagga business
community. IGNITE train community members to become mentors for school and community based
mentoring programs within primary and secondary school students, and juvenile justice.
More recently, NSW DEC Riverina established a distance education annex in the Tolland community in
Wagga Wagga to support disengaged youth from Years 7–10. The use of the Charles Sturt University
Future Moves program, the Indigenous Youth Career Pathways Program, School-based Apprenticeships
and Traineeships (SbATs), access programs and leadership programs for teachers could extend the
capacity of schools to provide consistent and ongoing support for the educational needs of all students.
Trade training is an important element of the Australian Government’s workforce participation and
development agenda. It will help address national skills shortages in both traditional trades and
emerging industries by improving the relevance and responsiveness of trade training programs in eligible
secondary schools. There are eight Trade Training Centres (TTCs) in the Riverina with a further in
development at Kildare Catholic College in Wagga Wagga who were approved for funding in the last
funding round (Round 4) to establish the Kildare Trade Training Centre which will deliver qualifications in
construction to address skills shortages in the trades of bricklayer, carpenter and wall and floor tiler.
Round Five of the Program will be conducted in two phases with ‘in-principle’ funding for successful
projects in Phase One Round Five of the TTCs in Schools Program will be expected to be announced in
2013 and Phase Two expected to open in August 2013. The TTCs in Schools Program provides
opportunities for students to stay in school and either commence on a pathway to employment in skill
needs areas or, after completing school, continue further education and/or training. It is important that
TTCs have arrangements in place that maximise the opportunities for young people to gain training and
experience. This can be achieved by using TTCs holistically to benefit the community by supporting SbATs
and by linking and sharing with other schools, industry, TAFE and other registered training organisations.
NSW DEC Vocational Education and Training in Schools directorate reported as of 7 January 2013 there
were 25 school-based apprenticeships and 219 traineeships currently in training, with Griffith and Wade
High Schools with the highest number of sign-ups within the Riverina region.
Anecdotal evidence suggests that the barriers to school-based apprenticeship and traineeship uptake
include difficulty in circulating information to parents and employers, the need to establish productive
links with group training organisations and Australian Apprenticeships Centres, and the fact that some
students are not work ready and lack basic skills. In August 2012 NSW DEC officially launched the Bright
Future Campaign aimed at supporting and promoting Structured Workplace Learning and SbATs to
employers around NSW. The campaign is working to address any concerns or misconceptions that
businesses might have about taking on a School Based Apprentice, Trainee or Work Placement student
and showcasing the benefits for industry, employers, and students. The target of the campaign is to
encourage an extra 2000 employers to get involved and hire School Based Apprentices, Trainees or host
Work Placement students.
The RESJ Coordinator is working with service providers within the Riverina RDA region (including DEEWRfunded Partnership Brokers and Youth Connections providers, non-government organisations and
schools) to develop region-specific projects to increase the proportion of people who attain a Year 12 or
equivalent educational qualification. In 2012 NSW DEC Riverina released a regional plan which focuses
on ‘Raising the bar’ and ‘Closing the Gap’ in all areas, including student engagement and attainment,
literacy and numeracy, Aboriginal education, curriculum, leadership and management and organisation
effectiveness. The plan is underpinned by a regional professional learning project called HOW2Learn.
Through the plan, there is an opportunity to improve teaching quality through professional development
forums that highlight successful projects and best practice in student engagement.
Tertiary education and training
The Riverina region faces emerging skills shortages and the provision of appropriate vocational education
and training and higher education services is a critical element in addressing this issue. In 2010 State
Training Services NSW, listed the top five areas of vocational training in the region were: food processing,
primary industry, engineering and mining, process manufacturing and community services, health and
education. The high level of interest in the more traditional trades is evident as a large proportion of the
population have certificate and trade qualifications.
According to 2011 Census data, 31.3 per cent of people within the Riverina RDA region were attending
an educational institution. Of these, 28.5 per cent were in primary school, 22.4 per cent in secondary
school and 18.5 per cent in a tertiary or technical institution; 37.58 per cent of 15 year olds and over had
completed a post school qualification compared to 45.32 per cent (NSW) and 44.39 per cent (Aust.).
Table 4 provides further detail and provides a comparison of the indigenous and non-indigenous
population between 25 and 65 years of age in 2011.
Table 4: Persons aged 25-64 by highest non-school qualification completed by indigenous status
(% of population) 2011
Riverina
Post-school qualifications
New South Wales
Indigenous (%)
Total
Population (%)
Indigenous (%)
Total
Population (%)
Degree or Higher
5.0
17
9.0
29
Diploma/Advance Diploma
5.0
8.0
7.0
11
Certificate undefined
2.0
2.0
2.0
2.0
Cert III & IV Level
20
24.0
20
19
Certificate I & II Level
3.0
2.0
3.0
2.0
No Post Qualification
65
47.0
60
38
Source: 2011 Census: Population and Housing, Time Series Profile (cat. no. 2069.0.30.003), T25 Industry of Employment by Sex
for Time Series
There are opportunities to increase the higher education qualification levels within the Riverina, and the
options to live and study in the region are growing. The Riverina offers high quality tertiary options for
school leavers, people seeking to advance in their education and people wishing to retrain. The Riverina
RDA region is serviced by the following institutions:

Charles Sturt University (CSU) – Wagga Wagga campus

University of New South Wales Rural Clinical School – Wagga Wagga campus

TAFE NSW, Riverina Institute (RI TAFE) – Wagga Wagga, Griffith, Leeton, Narrandera, Temora,
Cootamundra and Hay campuses

Murrumbidgee Rural Studies Centre– Yanco

Riverina Community College– Wagga Wagga, Griffith

Riverina Business Enterprise Centre – Wagga Wagga

Western Riverina Business Enterprise Centre – Griffith

Western Riverina Community College – Griffith

Australian Airline Pilot Academy – Wagga Wagga

Rural Clinical School – Wagga Wagga Base Hospital.
Regional students are often faced with complex barriers to entering higher education. Often, young
people are required to move away from home, either to a metropolitan area or to another regional area
in order to access desired higher education opportunities. Barriers such as course availability within the
region, lack of aspirations for further learning and substantial costs (for students and their families) in
accessing educational opportunities all have a great impact on rural students.
The Australian Government has a target that 40 per cent of 25–34 year olds will hold a bachelor degree
or higher by 2025 and 20 per cent of university domestic undergraduate enrolments will originate from
low socioeconomic status backgrounds by 2020. In partnership, RI TAFE and CSU are pursuing a range of
strategies to increase higher education aspiration, participation and attainment for rural and remote
students. The strategies include expanding the range of programs available in schools through TAFEdelivered vocational education and training (TVET), expanding the number of integrated TAFE pathways
and articulations, increasing the number of courses offered by online and mixed-mode learning, and
implementing targeted strategies to increase Indigenous and lower socioeconomic status student
participation.
In 2011, RI TAFE became a Commonwealth approved higher education provider, enabling the Institute to
expand its higher education provision commencing with an Associate Degree in Accounting at the Wagga
Wagga campus in 2012. RI TAFE indicated within its Annual Report that in 2011 they offered 559 courses
to 32,357 students across 20 campuses and speciality centres across the Riverina and Murray regions;
35.1 per cent of students aged 15-24 years completed Certificate II and above, 34.9 per cent of students
enrolled at Certificate III or above, 13.8 per cent enrolled in Certificate IV or above, 5.3 per cent enrolled
at Diploma and above. Aboriginal enrolments made up 8.3 per cent of total enrolments with
16.7 per cent enrolling in Certificate III or above.
The Western Riverina Higher Education Project is a joint initiative between CSU, the RI TAFE and Griffith
City Council which combines TAFE and university study using infrastructure at the Griffith TAFE campus.
This type of presence in local communities is designed to remove the physical and cultural barriers to
attending university and expanding the range of courses and enrolments in regionally based university
programs in areas of regional workforce shortage and need. The program is linked to school leaver
participation rates, increased opportunities for tertiary education for the mature aged, the provision of
skilled professionals for the workforce, and increased opportunities for those unable to leave home for
further study.
The Wagga Wagga Base Hospital is also a significant teaching hospital with registrars covering a range of
disciplines and a number of resident medical officers and medical students. The Rural Clinical School
plays a vital role in developing and coordinating programs to meet the particular training needs of health
providers in south-western New South Wales. Schools could be further linked with the unit to develop
pathways into nursing and aged care.
Jobs, skills and workforce development
The Riverina Labour Market Region is the second largest but least populated of the five labour market
regions in New South Wales. In 2009 the average wage and salary income for the region was $38,618.
This is significantly lower than the NSW ($48,793) and the Australian ($46,599) average for the same
period, which correlates with the regions lower levels of educational attainment.
The participation rate for the Riverina region in 2011 was 61.2 per cent above the NSW rate of
59.8 per cent and slightly below the Australian rate of 61.4 per cent. In 2012 unemployment rates
decreased across most LGAs in the region, with Junee, Leeton, Cootamundra and Narrandera above the
NSW (4.9%) and Australian (5.1) rates. The region is quite diverse and unemployment rates vary
considerably with some areas experiencing steady growth while others have high unemployment. Table
5 provides further detail on unemployment in the region.
Table 5: Unemployment rates in the Riverina region compared to Australia and NSW
Unemployment rate (%)
Statistical Local Area
September 2011
September 2012
Australia
5.1
5.1
New South Wales
5.1
4.9
Bland
3.4
3.1
Carrathool
4.4
3.6
Coolamon
3.6
3.5
Cootamundra
7.5
6.1
Griffith
6.1
5.0
Gundagai
4.8
3.4
Hay
4.2
3.4
Junee
7.7
6.4
Leeton
7.0
6.2
Lockhart
3.7
3.2
Murrumbidgee
4.3
4.1
Narrandera
6.7
5.8
Temora
4.7
4.3
Wagga Wagga (Pt A)
5.5
4.8
Wagga Wagga (Pt B)
4.7
4.2
Source: DEEWR Small Area Labour Markets estimates, 2012.
Teenagers in the full-time labour market can be particularly vulnerable, especially when there is a market
downturn. DEEWR Labour Market Information Portal reported in April 2011 that the teenage full-time
unemployment rate for the Murray – Murrumbidgee Labour Force Region was 30.1 per cent, notably
higher than the rates for either New South Wales generally (23.7%) or Australia as a whole (23%). It is
important that TTCs in Schools have arrangements in place that maximise the opportunities for young
people to gain training, experience and pathways to employment. This can be achieved by using TTCs
holistically to benefit the community by supporting school-based apprenticeships and traineeships as
well as linking and sharing with other schools, TAFEs, registered training organisations and industry.
At the 2011 Census, agriculture, retail, health care and manufacturing were the largest employing
industries for the Riverina RDA region. Attracting suitably skilled applicants and retaining staff have
become major issues within the region due to the diversity of unfilled jobs in the current labour market.
There is great opportunity to help employers to link with private registered training organisations and
higher education providers to grow and upskill their workforce through State and Federal Government
programs including; Strategic Skills Program, Apprenticeship and Traineeship Training Program, National
Workforce Development Funding, Investing in Experience (Skills Recognition and Training), Australian
Apprenticeships and the Workplace English Language and Literacy funding.
Table 6 depicts the indicative employment rates by industry for the Riverina population in comparison to
NSW.
Table 6: Indicative Employment by Industry in the Riverina RDA Region 2011 (% of population)
Industry
Riverina RDA Region (%)
New South Wales (%)
Agriculture, Forestry and Fishing
11.6
2.2
Mining
0.6
1.0
Manufacturing
10.0
8.4
Electricity, Gas, Water and Waste Services
1.4
1.1
Construction
6.5
7.3
Wholesale Trade
3.6
4.4
Retail Trade
11.0
10.4
Accommodation and Food Services
6.3
6.7
Transport, Postal and Warehousing
4.7
4.9
Information Media and Telecommunications
0.8
2.3
Financial and Insurance Services
1.8
5.1
Rental, Hiring and Real Estate Services
1.0
1.6
Professional, Scientific and Technical Services
3.4
7.9
Administrative and Support Services
2.2
3.3
Public Administration and Safety
8.6
6.1
Education and Training
9.0
7.9
Health Care and Social Assistance
10.9
11.6
Arts and Recreation Services
0.7
1.5
Other Services
3.7
3.8
Inadequately Described
2.2
2.5
Source: 2011 Census: Population and Housing, Time Series Profile (cat. no. 2069.0.30.003), T25 Industry of Employment by Sex
for Time Series
The Riverina has developed into one of the most productive and agriculturally diverse areas of Australia.
It is often referred to as the food bowl of Australia. Its diversity is based on dry land farming and farming
using the resources of the Murrumbidgee and Coleambally irrigation areas (which cover 182,000
hectares). In a normal year, according to NSW Trade and Investment, total agricultural and horticultural
production in the Riverina is worth more than $1 billion. Food processing accounts for 20 per cent of the
gross regional product, this includes food research; production of vegetable, meat and fruit products;
fibre processing; and winemaking. According to RDA Riverina the region continues to be dependent on
agriculture for its economic prosperity, but will need to diversify industries if it is to be sustainable in the
face of ever-changing climatic conditions. The need for diversity offers opportunities to develop higher
education pathways to support the economic development of the region.
The region has a state-of-the-art commercial pilot training facility. It also houses defence facilities: a
RAAF base, the Australian Army Recruit Training Centre Kapooka, and the $200 million Royal Australian
Navy Defence Communications Station 25 kilometres east of Boree Creek. These facilities make the
Riverina home to some of the most advanced communication technology in the world. Currently, the
defence forces offer opportunities for students to have a whole-day, practical experience of the facilities
and for the community to attend open days. They are often involved in career expo events. These events
highlight the defence force as a career pathway for Aboriginal and non-Aboriginal students.
Some major infrastructure projects within the Riverina RDA region will support further employment and
economic development, which include:
 work on the $270 million redevelopment of Wagga Wagga Base Hospital, expected to commence
in March 2012 and be completed by end 2015
 construction of the Griffith Community Private Hospital
 relocation of the Griffith Freight Terminal
 expansion of the Riverina Intermodal Freight and Logistics Hub
 development of the Wagga Wagga aviation hub
 Griffith Airport upgrade and industrial land development
 integrated transport (road/rail) infrastructure development
 construction of a new visual arts building at the TAFE NSW Riverina Institute in Wagga Wagga
 development of a new oral health science program and facilities at CSU Wagga Wagga
 construction of the National Life Sciences Hub at CSU Wagga Wagga, to support increased
growth in CSU undergraduate health and science enrolments
 construction of an experimental winery that will attract new investment in grape and wine
research
 construction of new student residential accommodation at CSU to expand residential places for
students from outside Wagga Wagga
 construction of a new learning commons and major refurbishment of teaching and research
facilities at CSU Wagga Wagga
 development of Walnut Australia’s $10 million nut cracking plant in Leeton.
These developments have and will continue to offer further opportunities for skills development, training
and employment within the trades and professions, and new employment through the development of
new business enterprises.
Other characteristics
Murray–Darling Basin Plan
On 22 November 2012, the Australian Government delivered the final Murray-Darling Basin Plan that will
restore rivers to health, support regional communities and sustainable food production. Importantly the
Australian Government has also committed to provide an additional $1.77 billion to relax key operating
constraints and recover an additional 450GL of environmental water to look to achieve the
environmental outcomes described in the 3200GL modelling and do so through projects to ensure there
is no social and economic downside for communities.
$5.2 billion will be spent on irrigation infrastructure that will contribute to increased irrigation
productivity and provide employment benefits during design and construction phases. In the Riverina,
this investment includes up to $258 million (GST exclusive) under the Private Irrigation Infrastructure
Operators Program.
The proposed Murray–Darling Basin Plan has potential to have some impact on communities within the
Riverina RDA region, particularly those that have a combination of high dependence on water for
agriculture at the farm level and a higher proportion of people in the community who are employed in
agriculture and downstream industries.
The RESJ Coordinator will work with communities as the impact of the Murray–Darling Basin Plan
becomes clearer to identify and implement opportunities to support labour market and other changes.
Impact of the variation in the characteristics of the LGAs
While some council boundaries were originally formed according to geographical features, there is
extreme variation in the size of LGAs and population distribution in the Riverina RDA region. This affects
the consistency of service delivery within the region. Some local government authorities are responsible
for highly populated urban areas, such as Griffith, while other authorities are responsible for large
expanses of agricultural land with few residents, such as Carrathool. This variation affects the income
and expenditure capabilities of the local councils and therefore service delivery abilities.
Technology
The rollout of the National Broadband Network is eagerly awaited by the Riverina RDA region. It will
particularly be welcomed by education and health service providers, who will be able to increase the
delivery of health care and improve professional training needs with interchangeable communication
modes. This will enable communities and the educational sector to have equal access to key health
services and products.
ISSUES, GOALS AND STRATEGIES
This section sets out the issues and goals identified through local consultation. It also details the specific
strategies that will help achieve the community’s objectives. The issues and strategies will be reviewed
and may be modified throughout the implementation of the plan to June 2014 to ensure they respond to
emerging issues and opportunities or changing community or government priorities in the Riverina RDA
region.
The programs and stakeholders listed in the following tables are indicative only. Both may vary over time
and any listing does not guarantee either the availability of program funding or stakeholder involvement.
The four key themes of the Regional Education, Skills and Jobs Plans initiative are:

Early childhood education and care

School education

Tertiary education and training

Jobs, skills and workforce development
The numbering of each issue is for ease of reference only and does not indicate its priority within the
region. They are generally sequenced according to the life cycle of the four key themes listed above.
Regional Education, Skills and Jobs Plan – Riverina 21
www.deewr.gov.au/resj
Issue 1
Support early childhood service providers within the region to
comply with the National Quality Framework.
Goal:
Early childhood education and child care providers are supported to transition to
the National Quality Framework.
Theme(s):
Early childhood education and care; Tertiary education and training; Jobs, skills
and workforce development.
Strategies
Stakeholders
Programs








Facilitate the development of a strategic leadership
and development network that will represent the
Early Childhood Education and Care (ECEC) industry
to ensure continuous improvement, sharing of
resources and training to support the requirements
of the National Quality Framework.
Collaborate with the Early Childhood Strategic
Leadership and Development Network to conduct a
survey of local ECEC services to identify strengths,
gaps, short-term and long-term needs in meeting
training and employment needs.
Support the development of a ECEC leadership and
mentor program in 2013 for ECEC services and staff
that will link industry champions to providers
requiring higher level support, to share information,
resources and strategies.
Continue to support and promote regional ECEC
stakeholder workshops and forums in locations
where providers can meet and share experiences,
best practice, information and resources.
Continue to provide information on key initiatives
and programs to all ECEC providers in the region.
Assist Charles Sturt University (CSU) to expand the
accessibility of early childhood programs through
online learning and innovative initiatives such as
the Griffith study centre.















Aboriginal and Torres
Strait Islander Early
Childhood Sector
Advisory Group Inc.
Children’s Services
Central
CSU
Department of
Education and
Communities (NSW)
Early Childhood
Strategic Leadership
and Development
Network
ECEC providers
Families NSW
Gowrie NSW
Indigenous
Employment Program
(IEP) panel members
Industry Skills Council
Job Services Australia
(JSA) providers
Local councils
Registered training
organisations
State Training Services
NSW
TAFE NSW
Tertiary providers








Aboriginal Early Years
Program
IEP
Inclusion and
Professional Support
Program
JSA
National Workforce
Development Funding
Recognition of Prior
Learning Assessment
Grants
Strategic Skills
Program
Supplementary
Recurrent Assistance
Workplace English
Language and Literacy
Regional Education, Skills and Jobs Plan – Riverina 22
www.deewr.gov.au/resj
Goals:
Increase the number of experienced early childhood carers retained in the
industry.
Early childhood education and child care (ECEC) providers have localised short
and long term strategies in place to establish training and employment pathways
to meet the requirements of child care reforms.
Theme(s):
Early childhood education and care; Tertiary education and training; Jobs, skills
and workforce development.
Strategies
Stakeholders
Programs








Identify and promote flexible training delivery
options to up skill existing workers including
bringing trainers to communities and using
technology to access training.
Promote key government programs and initiatives
that provide opportunities to up skill existing and
new workers to ECEC stakeholders in the region
through the Early Childhood Strategic Leadership
and Development Network.
Engage with ECEC providers, Industry Skills
Councils, and higher education providers to support
long-term strategies that will increase Aboriginal
enrolments in tertiary early childhood education
courses.
Develop an ECEC workforce promotional package in
2013 with the Early Childhood Strategic Leadership
and Development Network and other relevant
stakeholders, to improve recruitment and retention
in the ECEC sector.
Conduct a follow up early childhood education and
care industry roundtable event in Griffith in mid2013 to build on actions and solutions from the
previous forum seeking to attract more educators
into the early childhood sector, as well as retaining
and up-skilling existing educators.
Support University of Wollongong and participating
ECEC services with the implementation of the Early
Start Project within Griffith and contribute to the
strategic teaching, research and community
engagement initiative.














Aboriginal and Torres
Strait Islander Early
Childhood Sector
Advisory Group Inc.
Department of
Education and
Communities (NSW)
Disability Employment
Services (DES)
providers
Early Childhood
Strategic Leadership
and Development
Network
ECEC providers
Indigenous
Employment Program
(IEP) panel members
Industry Skills
Councils
Job Services Australia
(JSA) providers
Local councils
Network of ECEC
providers
RDA Riverina
Registered training
organisations
State Training Services
NSW
TAFE NSW
Tertiary providers











Additional early
childhood education
university places
Australian
Government Skills
Connect
DES
HECS-HELP Benefit for
education graduates
IEP
Indigenous Youth
Career Pathways
JSA
National Workforce
Development Fund
Recognition of Prior
Learning Assessment
Grants
School-based
Apprenticeships and
Traineeships
Strategic Skills
Program
TAFE fee waiver
Issue 2
Low access to and participation in early childhood education
and care.
Goal:
Increase levels of school readiness within the region through increased access,
enrolment, attendance and participation in early childhood education.
Theme(s):
Early childhood education and care; School education; Tertiary education and
training; Jobs, skills and workforce development.
Strategies
Stakeholders
Programs







Explore opportunities to link existing early
childhood education infrastructure and funding
sources to support mobile and satellite early
childhood education and care (ECEC) services.
Continue to work with stakeholders to increase the
number of Indigenous apprenticeships and
traineeships in the ECEC sector to increase
Indigenous families’ participation in ECEC.
Assist the Schools as Community Centres (SaCCs) in
Narrandera to access funding for programs and
initiatives that will increase their capacity to engage
with the local community.
Engage with local Aboriginal Educational
Consultative Groups (AECGs), NSW Office of
Communities and Aboriginal Affairs and the
Department of Families, Housing, Community
Services and Indigenous Affairs (FaHCSIA) to
develop a framework for the region to increase
access, enrolment and attendance for Aboriginal
children to early childhood education.








AECGs
Department of
Education and
Communities (NSW)
ECEC providers
FaHCSIA
Families NSW
Local councils
Network of ECEC
providers
NSW Office of
Communities and
Aboriginal Affairs
Preschool directors
SaCCs facilitators







Child and Family
Centres
Communities for
Children
Home Interaction
Program for Parents
and Youngsters
Inclusion and
Professional Support
Program
Let’s Read
Parental and
Community
Engagement Program
SaCCs
Supplementary
Recurrent Assistance
Issue 3
Young people are disengaging from education at key
transitional points and not developing the skills required for
employment or achieving Year 12 or its equivalent.
Goal:
Increase parent, community and industry engagement with schools and other
educational providers.
Increase Aboriginal student engagement in education and training through
supported partnerships between schools, their families and communities.
Theme(s):
; School education; Jobs, skills and workforce development.
Strategies
Stakeholders
Programs















Engage with the Schools as Community Centres
(SaCCs) in Narrandera to deliver localised emergent
literacy/adult literacy/work skills programs and
transitional programs.
Support and add value to existing programs and
services including the NSW Department of
Education and Communities (DEC), Aboriginal
Educational Consultative Groups (AECGs), School
Business Community Partnership Brokers
(Partnership Brokers) and Youth Connection
programs/projects/partnerships that increase
parental engagement and participation with
education and training providers.
Engage and provide support to local AECGs to
provide information to Aboriginal communities on
key government programs and funding relating to
education, training and employment.
AECGs
DEC (NSW)
Local councils
Parents
Partnership Brokers
RDA Riverina
SaCCs facilitators
Schools
TAFE NSW
Tertiary providers
Youth Connections
providers



Parental and
Community
Engagement Program
SaCCs
School Business
Community
Partnership Brokers
Youth Connections
Goal:
Increase access to and availability of alternative educational, skills training and
employment pathways for young people within the region.
Theme(s):
School education; Tertiary education and training; Jobs, skills and workforce
development.
Strategies
Stakeholders
Programs
 Explore opportunities to develop, replicate and
extend projects in partnership with stakeholders
including Disability Employment Services (DES)
providers, Job Services Australia (JSA) providers,
TAFE, schools, Youth Connections and School
Business Community Partnership Brokers that will
increase local educational, training and employment
pathways for youth.
 Contribute to existing alternative learning projects
by linking and extending models which successfully
raise aspiration and school attainment among
disengaging students, including Youth Connections,
School Business Community Partnership Brokers and
NSW Department of Education and Communities
(DEC).
 Explore opportunities arising from the National
Broadband Network rollout to enhance access to
distance learning, including video conferencing and
streaming services.
 Continue to engage with the Vocational Education in
Schools (VEiS) Advisory Board to;
o inform stakeholders of DEEWR programs and
initiatives
o develop opportunities to expand and link
successful projects and develop inter-regional
projects/partnerships
o strengthen regional networks
o promote and share best practice
o Support the development of cross-regional
projects/partnerships.
 Update education and training stakeholders and
providers on key government programs and funding
relating to education, training and employment.




















Association of
Independent Schools
of NSW
Business chambers
Business enterprise
centres
Catholic Schools
Office
DEC (NSW)
Department of
Human Services
(Centrelink)
DES providers
Indigenous
Employment Program
(IEP) panel members
JSA providers
Local councils
Partnership Brokers
Registered training
organisations
Schools
State Training Services
NSW
TAFE NSW
Tertiary providers
Trade Training
Centres
VEiS Advisory Board
Youth Connections
providers












Australian
Apprenticeships
Access Program
DES
Early School Leavers
Program
Education Investment
Fund
IEP
JSA
Links to Learning
National School
Chaplaincy and
Student Welfare
Program
School Business
Community
Partnership Brokers
School-based
Apprenticeships and
Traineeships
Trade Training
Centres in Schools
TVET
Youth Connections
Goals:
Improve engagement and increased retention rate of students attending Years 11
and 12.
Increase awareness in the school and school community about the pathways
available to higher education and tertiary qualifications.
Develop solutions and pathways to study and work locally.
Theme(s):
School education; Tertiary education and training; Jobs, skills and workforce
development.
Strategies
Stakeholders
Programs
 Continue to support NSW Department of Education
and Communities (DEC), School Business Community
Partnership Brokers (Partnership Brokers) and Youth
Connection providers to deliver annual Youth
Mental Health Forums for students, teachers and
support staff within the region.
 To inform TAFE and universities’ planning, in
collaboration with RDA Riverina, School Business
Community Partnership Brokers (Partnership
Brokers) and NSW DEC careers advisers, design and
implement a survey of secondary school students to
determine students’ regional youth career and
tertiary goals; knowledge and understanding of
industries; and commitment to remain in the region.
 Develop partnerships and networks through the
School and Beyond Agricultural Group in 2013 that
will increase qualification levels, promote
Agricultural Science and promote Agriculture as a
viable pathway for youth within the region.
 Support the ongoing success of the Junee High
School Ag Vision Day to promote education, training
and employment pathways in agriculture and
primary industries.
 Collaborate with Partnership Brokers, Charles Sturt
University (CSU) and TAFE to develop a mentoring
program, for the start of the 2013 school year, for
academically advanced students that will support
their future aspirations and encourage them to
study locally.
 Provide up-to-date information on funding
availability to principals and key program staff.
 Continue to support career pathway programs in the
region that link primary school students from low
socioeconomic backgrounds with career options
such as the CSU Future Moves program and careers
expos such as ‘Careers in the Spotlight’.













Association of
Independent Schools
of NSW
Business Chambers
Catholic Schools
Office
CSU
DEC (NSW)
Department of
Industry, Innovation,
Climate Change,
Science, Research and
Tertiary Education
Industry Skills
Councils
Partnership Brokers
RDA Riverina
TAFE NSW
Tertiary providers
Youth Connections
providers







Apprenticeship and
Traineeship Training
Program
IGNITE
Indigenous Youth
Career Pathways
Program
School based
Traineeships,
Apprenticeships
School Business
Community
Partnership Brokers
Sporting Chance
Program
Trade Training
Centres in Schools
Youth Connections
Goals:
Identification of emerging school-based apprenticeship and traineeship industry
options and pathways to employment.
Increase parental, school and industry awareness to allow for growth in school
based apprenticeships and traineeships.
Increased regional support for school-based apprenticeships and traineeships as a
pathway to higher education and employment.
Theme(s):
School education; Tertiary education and training; Jobs, skills and workforce
development.
Strategies
Stakeholders
Programs
 Work with the education sector, service providers
and industry to explore possibilities for partnerships
and collaborations to support the implementation
and use of Trade Training Centres (TTCs) in Schools
to increase Year 12 attainment, School-based
Apprenticeships and Traineeships (SbATs) and
employment pathways for vocational education and
training students.
 Engage with the Vocational Education in Schools
(VEiS) Advisory Board, industry, schools, NSW
Department of Education and Communities (DEC),
Riverina Institute (RI) TAFE, registered training
organisations (RTOs), Industry Training Centres,
School Business Community Partnership Brokers
(Partnership Brokers), Australian Apprenticeship
Mentors and Advisors, TTCs in Schools and
Australian Apprenticeship Centres to identify
industries with current and future skills needs in the
region.
 Develop projects with key stakeholders including
NSW DEC, Schools, Partnership Brokers, Youth
Connections providers, TAFE NSW and Charles Sturt
University (CSU) to develop and promote a
Preschool to Year 12 careers awareness model to
raise educational and tertiary aspirations.
 Support TTC in Schools open days and SbAT forums
that promote SbATs to students, parents and
employers.
 Engage with NSW DEC, State Training Services NSW,
group training organisations, Australian
Apprenticeships Centres, Partnership Brokers and
the Industry Skills Council to explore the feasibility of
an industry-based ‘Adopt a school’ mentoring-style
program that links local industry/ business with a
local school to encourage best practice in vocational
education and training delivery and strengthen
relationships with employers through mentoring of
students and teachers.
 Australian
Apprenticeships
Centres
 Business chambers
 Careers advisors
 CSU
 DEC (NSW)
 Department of
Industry, Innovation,
Climate Change,
Science, Research and
Tertiary Education
 Group training
organisations
 Industry Skills Council
 Industry Training
Centres
 Local council
 Registered training
organisations
 RI TAFE
 School Business
Community
Partnership Brokers
 State Training Services
NSW
 TAFE NSW
 Tertiary providers
 VEiS Advisory Board
 Australian
Apprenticeship
Advisory and
Mentoring program
 Indigenous Youth
Career Pathways
Program
 SbATs
 School business
Community
Partnership Brokers
 TTCs in Schools
 TVET
 Youth Connections
Issue 4
Literacy and numeracy skills are increasingly becoming a barrier
to obtaining employment and meeting the labour needs of
employers.
Goal:
Improved literacy and numeracy levels within schools, the workforce and across
the broader community.
Theme(s):
School education; Tertiary education and training; Jobs, skills and workforce
development.
Strategies
Stakeholders
Programs









Continue to engage with Charles Sturt University
(CSU) and Department of Families, Housing,
Community Services and Indigenous Affairs
(FaHCSIA) to promote and add capacity to the
Specialist Integrated Community Engagement
(SpICE) Model.
Collaborate and support School Business
Community Partnership Brokers (Partnership
Brokers), NSW Department of Education and
Communities (DEC), Department of Families,
Housing, Community Services and Indigenous
Affairs (FaHCSIA), Families NSW and Wagga Wagga
City Council in the development, implementation
and marketing of the emergent reading program
Let’s Read.
Support and add value to existing programs,
projects, partnerships that develop awareness of
industry mathematics and literacy skills such as the
Partnership Brokers’ program Maths Factory
Challenge.
Promote Workplace English, Language and Literacy
(WELL) training to industry as a means of up skilling
their workforce.
Collaborate with Riverina Institute (RI) TAFE and
NSW DEC in 2013 to engage, train and support
school based VET teachers and Careers Advisors in
the National Foundation Skills Training Package and
the Australian Core Skills Framework.


















Association of
Independent Schools
of NSW
Business chambers
Catholic Schools
Office
CSU
DEC (NSW)
Department of
Human Services
Department of
Industry, Innovation,
Climate Change,
Science, Research and
Tertiary Education
Disability Employment
Services (DES)
providers
FaHCSIA
Families NSW
Group training
organisations
Job Services Australia
(JSA) providers
Local councils
Non-government
organisations
Office of
Communities,
Aboriginal Affairs
(NSW)
Partnership Brokers
Registered training
organisations
RI TAFE
Wagga Wagga City
Council




DES
JSA
Language, Literacy
and Numeracy
Practitioner
Scholarships program
Let’s Read
School Business
Community
Partnership Brokers
Skills for Education
and Employment ,
formerly known as
Language Literacy and
Numeracy Program
WELL
Issue 5
Challenging labour market with high youth and Indigenous
unemployment, skill shortage areas and an ageing workforce.
Goals:
Increase opportunities for access to training and employment for groups
experiencing social disadvantage. These groups include Indigenous Australians,
culturally and linguistically diverse communities, people with disability, older
workers and youth.
Link skills shortages with training pathways to current and future regional skills
needs.
Theme(s):
School education; Tertiary education and training; Jobs, skills and workforce
development.
Strategies
Stakeholders
Programs












Prioritise and support projects that demonstrate
the creation of new jobs in the region to help build
a diverse, multi-skilled workforce.
Work with key stakeholders including Riverina
Institute (RI) TAFE and other registered training
organisations (RTOs), Job Services Australia (JSA)
providers, NSW State Training Services, employers
and business chambers to develop a project that
increases women’s training and employment
opportunities within non-traditional roles.
Implement place-based employment strategies in
collaboration with migrant and refugee service
providers to coordinate better delivery of
employment services to culturally and linguistically
diverse communities.
Continue engagement with the Wagga Wagga
Aboriginal Employment and Economic Development
Action Group to promote and create opportunities
for indigenous employment across the region.
Continue to engage in, promote and support local
business forums that provide training, networking
and information sharing opportunities for local
business and industry.
Add capacity to existing school and community
based mentoring/volunteer programs utilising
experienced and mature-age workers.
Collaborate with School Business Community
Partnership Brokers (Partnership Brokers), Charles
Sturt University (CSU) and IGNITE to add capacity of
the IGNITE Mentoring Program to engage an
additional 100 community based mentors.
Engage in the Moving On Group to support and
develop education, training and employment
opportunities for youth with disabilities.
Link Indigenous Employment Program (IEP) projects
in the region with Skills for Education and
Employment (SEE) formerly known as the Language,
Literacy and Numeracy Program and the Workplace
English, Language and Literacy Program (WELL) to
support training and employment outcomes.

















Business chambers
Business enterprise
centre
Centacare
Charles Sturt
University
Department of
Education and
Communities (NSW)
Disability Employment
services (DES)
providers
IEP panel members
Isolated Children’s
Parents Association
JSA providers
Multicultural council
Partnership Broker
RDA Riverina
RI TAFE
RTOs
St Vincent de Paul
State Training Services
(NSW)
Volunteer
associations
Wagga Wagga
Aboriginal
Employment and
Economic
Development Action
Group
WELL brokers













Accelerated
Australian
Apprenticeships
Australian
Apprenticeships
Advisers Program
Australian
Apprenticeships
Mentoring Program
DES
IEP
Indigenous Cadetship
Support
Investing in
Experience (Skills
recognition and
training)
JSA
National Workforce
Development Fund
New Careers for
Aboriginal People
School Business
Community
Partnership Brokers
SEE
Skills for Sustainability
WELL
Strategies

Stakeholders
Programs
Collaborate with Charles Sturt University, TAFE
NSW, NSW State Training Services, Murrumbidgee
Health and early childhood networks to develop
employment opportunities in allied health,
community services and child care for Aboriginal,
culturally and linguistically diverse and youth
communities.
Goal:
Increase use of technology in flexible delivery of training and provision of support
services.
Theme(s):
School education; Tertiary education and training; Jobs, skills and workforce
development.
Strategies
Stakeholders
Programs






Support RDA Riverina with the development and
implementation of a regional National Broadband
Network (NBN) strategy to highlight and plan for
employment opportunities.
Assist the RDA Riverina and other partners to
identify existing facilities and technologies that may
be more widely utilised.
Collaborate with NSW Department of Education
and Communities (DEC), Charles Sturt University
(CSU) and TAFE NSW to:
o foster the use of interchangeable technologies
within teaching pedagogies and curriculum
o increase the capacity of student support
services and early intervention specialist
services (speech, psychology, occupational
therapy, etc.) within all levels of education.








CSU
Department of
Families, Housing,
Community Services
and Indigenous Affairs
Local councils
Murrumbidgee Local
Health District
NSW DEC
Parental and
Community
Engagement
providers
RDA Riverina
School Business
Community
Partnership Brokers
TAFE NSW
Tertiary providers



NBN-Enabled
Education and Skills
Services
Parental and
Community
Engagement
School Business
Community
Partnership Brokers
Workplace English,
Literacy and Literacy
Goal:
Increase opportunities to study and work locally to meet current and future
needs of the Riverina labour market.
Theme(s):
School education; Tertiary education and training; Jobs, skills and workforce
development.
Strategies
Stakeholders
Programs








Meet with universities in the region in 2013 to
identify opportunities for providing expanded
services and partnerships to raise tertiary
aspirations and increase uptake of local tertiary
pathways.
Provide support and add capacity to tertiary
pathway programs such as the Griffith study
centre.
Identify and link programs/ groups to create
localised projects that focus on pathways to
university.
Facilitate discussions and collaborate with Schools
Communities Business Partnership Brokers
(Partnership Brokers), TAFE NSW and Charles Sturt
University (CSU) to expand and develop current
careers advice models for post-school and matureage students.
Provide information on key government programs
and funding to stakeholders.
Work collaboratively with RDA Riverina and other
stakeholders to maximise opportunities for new
and expanded VET and tertiary courses offered in
the region.













Aboriginal Educational
Consultative Group
CSU
Department of
Education and
Communities (NSW)
Disability Employment
Services (DES)
providers
Jobs Services Australia
(JSA) providers
Local councils
NSW Trade and
Investment
Partnership Brokers
RDA Riverina
Registered training
organisations
Schools
State Training Services
(NSW)
TAFE NSW
Tertiary providers












Australian
Government Skills
Connect
Commonwealth
Grants Scheme
DES
Education Investment
Fund
Higher Education
Participation and
Partnerships Program
Investing in
Experience (Skills
recognition and
training)
JSA
National Workforce
Development Fund
Regional Loading
Program
School Business
Community
Partnership Brokers
Strategic Skills
Program
Trade Training
Centres in Schools
VET National Support
Program
Issue 6
Skills shortages have been identified in several industries across
the region including agriculture, health, trades, aged care,
education, engineering, accounting, managers.
Goal:
Develop strategies to meet emerging skills and labour shortages and maximise
the productive use of human capital in the Riverina.
Theme(s):
Early childhood education and care; School education; Tertiary education and
training; Jobs, skills and workforce development.
Strategies
Stakeholders
Programs









Promote whole-of-government responses to skills
shortages, developing a coordinated approach to
funding and development of local and regional
initiatives.
Arrange presentations by the Australian
Government Skills Connect Team and Industry Skills
Councils to government, business and industry
groups in the region to talk about the range of skills
and workforce development programs and funding
available, aiming to build the productivity of
business and industry in areas of critical skills
shortage in 2013.
Attend local industry forums and work with RDA
Riverina and business chambers to educate
employers and industry about the benefits of
providing training to existing and new employees.
Collaborate with School Business Community
Partnership Brokers (Partnership Brokers), Charles
Sturt University (CSU) and TAFE to develop a
mentoring program for academically advanced
students that will encourage future enrolment in
skills shortage areas of accounting, engineering and
health.
Support regional initiatives such as the ’Build a
Bridge’ engineering initiative, ‘Where on Earth’
geospatial initiative and Ag Vision Days that engage
school students in local skills development and
training opportunities and build tertiary aspirations
in areas of skills shortages.
Support CSU and advise of funding programs and
initiatives to expand enrolments in existing courses,
and expand course profiles in areas of workforce
shortages.
Develop partnerships with local industry, employers
and registered training organisations (RTOs)
through the School and Beyond Agricultural Group
in 2013 to promote the development of regional
Agricultural pathways program similar to the
successful AgriFood Career Access Pathway
program in the New England Northern Inland
region.

















Australian
Apprenticeship
Centres
CSU
Department of
Education and
Communities (NSW)
Department of
Families, Housing,
Community Services
and Indigenous Affairs
Department of
Industry, Innovation,
Climate Change,
Science, Research and
Tertiary Education
Disability Employment
Services (DES)
providers
Industry Skills
Councils
Job Services Australia
(JSA) providers
Local councils
Office of
Communities,
Aboriginal Affairs
(NSW)
Partnership Brokers
RDA Riverina
Riverina Eastern
Regional Organisation
of Councils
RTOs
School Business
Community
Partnership Brokers
State Training Services
(NSW)
TAFE NSW
Tertiary providers









Adult Australian
Apprentices Payment
Initiative
Australian
Government Skills
Connect
DES
Education Investment
Fund
Investing in
Experience: Skills
Recognition and
Training
JSA
National Workforce
Development Fund
School Business
Community
Partnership Brokers
Trade Training
Centres in Schools
User Choice
Issue 7
Workforce development to meet the impacts of the Murray–
Darling Basin reform.
Goal:
Maintain the sustainability of affected communities and identify opportunities for
economic diversification.
Theme(s):
Tertiary education and training; Jobs, skills and workforce development.
Strategies
Stakeholders
Programs











Collaborate with and support RDA Riverina and the
Murray-Darling Basin Authority on projects
developed as a result of the Regional Economic
Diversification Project.
Provide information on key government programs
and funding to stakeholders to assist with the
transition to new ways of working.
Develop strong links with industry stakeholders
within the region to update and inform them about
key government programs and initiatives that
provide an opportunity to upskill existing and new
workers.
Collaborate with employment service providers,
training organisations and industry to identify and
implement training strategies to retrain workers
affected by the reforms.
Promote and support projects on innovative and
diversified farming practices and sustainable water
usage such as Riverina Institute’s ‘Turn your place
green’ trailer.















Business chambers
Department of
Education and
Communities (NSW)
Department of
Premier and Cabinet
(NSW)
Department of
Primary Industries
(NSW)
Department of
Sustainability,
Environment, Water,
Population and
Communities
Disability Employment
Services (DES)
providers
Indigenous
Employment Services
(IEP) panel members
Industry Skills
Councils
Job Services Australia
(JSA) providers
Local councils
Murray-Darling Basin
Authority
RDA Riverina
Registered training
organisations
Riverina and Murray
Regional Organisation
of Councils
Riverina Eastern
Regional Organisation
of Councils
Tertiary providers
The Water Industry
Skills Taskforce (led by
the Australian Water
Association)

DES
IEP
JSA
National Workforce
Development Fund
VET National Support
Program
APPENDICES
Appendix A — Stakeholders
Below is a list of organisations consulted during the development of this RESJ Plan, listed by sector.
Sector
Stakeholder
Local government
Wagga Wagga City Council; Griffith City Council; Leeton Shire Council; Riverina
Eastern Regional Organisation of Councils; Riverina and Murray Regional
Organisation of Councils.
State government
Department of Premier and Cabinet; Department of Education and
Communities; State Training Services (Department of Education and
Communities); Department of Family and Community Services (Housing NSW);
Murrumbidgee Catchment Management Authority; Office of Communities,
Aboriginal Affairs NSW.
Australian Government
Department of Families, Housing, Community Services and Indigenous Affairs;
Department of Education, Employment and Workplace Relations; Murray–
Darling Basin Authority; Department of Human Services; Department of
Industry, Innovation, Climate Change, Science, Research and Tertiary Education;
Department of Regional Australia, Local Government, Arts and Sport;
Department of Sustainability, Environment, Water, Population and
Communities.
Early Childhood Education
and Care
Dorothy Waide Centre for Early Learning, Leeton Early Learning Centre, Good
Start Early Learning, Early Childhood Australia, Community Connections
Solutions Australia, The Early Childhood Training And Resource Centre
(ECTARC), CONTACT Inc.
Education
Tolland Public School; Riverina Anglican College; Catholic Schools Office Wagga
Wagga, Junee High School.
Vocational Education and
Training
TAFE NSW Riverina Institute; Riverina Community College.
Higher education
Charles Sturt University - Research Institute for Professional Practice, Canberra
University, University of Wollongong.
Youth
School Business Community Partnership Brokers: Compact Inc; GetSet. Youth
Connections providers: Campbell Page; Griffith Connections.
Employment
NSW Business Chamber; Work Solutions; SKILLED; Ostara Australia, SUMMIT
Employment, Sureway, Personnel group.
Industry
ProTen; GEO Group – Junee Correctional Centre; Australian Airline Pilot
Academy (REX), Walnut Australia.
Regional development
Regional Development Australia Riverina.
Regional Education, Skills and Jobs Plan – Riverina 35
www.deewr.gov.au/resj
Appendix B — Existing related plans and strategies
This section includes some of the related strategic plans in the region which have:

influenced the direction of this RESJ Plan

have complementary goals and strategies and/or

have significance in the region in relation to education, skills and jobs.
It provides an overview of how each strategy or plan has had an impact on this RESJ Plan and how it may
be utilised to maximise outcomes.
How it can be
used/linked/expanded
Plan or strategy
Impact on RESJ Plan
Regional Development Australia
(RDA) Riverina Regional Plan 2010–
2015
The plan encompasses four key
goals and priorities:

encourage greater economic
diversity and industry
innovation

develop innovative response
to water challenge and ensure
a sustainable environment for
future generations

ensure all people have the
capacity to contribute to the
region

ensure a collaborative
approach between all tiers of
government, business and
community to solving the
challenges of the region.
The RDA Riverina plan highlights
opportunities, challenges and
significant projects for the region.
Riverina/Murray Regional Report
Analyses Aboriginal school
engagement, employment
participation, unemployment and
levels of socioeconomic
disadvantage.
The plan uses research and
identifies trends to inform
strategic decision making and
educate stakeholders and
communities on the status of
Aboriginal people in the Riverina
region.
Local government strategic plans
All local governments within the
region have strategic plans that
cover community and economic
development.
The RESJ goals support these
strategies.
NSW 2021
This plan identifies 32 goals and
180 targets. Education goals and
targets include improving
education and learning outcomes
for all students.
This is a 10-year plan to rebuild the
NSW economy, targeting
transport, health, family and
community services, education,
police and justice.
Regional Education, Skills and Jobs Plan – Riverina 36
www.deewr.gov.au/resj
How it can be
used/linked/expanded
Plan or strategy
Impact on RESJ Plan
Riverina Regional Action Plan (RAP)
Regional Action Plans focus on
immediate actions the NSW
Government will take to improve
outcomes in each region and
complement the NSW 2021
strategic priorities.
The Riverina RAP identifies the
immediate actions the NSW
Government can take to deliver on
community priorities, increase
opportunities and improve the
quality of life and will be aligned to
NSW 2021, guiding policy and
budget decision-making.
NSW Industry and Investment
State Plan: Supporting Business
and Jobs: Riverina Region –
Regional Business Growth Plan
Identifies the following:
The plan identifies regional
opportunities and challenges, high
priority and impact activities,
major infrastructure works and
irrigation management practices
related to the Murray–Darling
Basin plan.
development of initiatives to
secure water, including re-use and
recycling

development of infrastructure

development of initiatives to
bring skills to the region and
to retrain existing workers.
NSW Department of Education and
Communities (DEC) Riverina
Regional Plan 2012–2014
Identifies Priority Action Areas for
student engagement, literacy and
numeracy; Aboriginal education;
curriculum and assessment;
leadership and management; and
organisational effectiveness.
This three-year plan focuses on
‘Raising the bar’ and ‘Closing the
Gap’ through the professional
development of principals,
executive teachers and classroom
teachers, targeted at
understanding the NSW Quality
Teaching model and its
implementation, underpinned by
the strategic use of student
achievement data to shape
teaching and learning programs.
Western NSW Region Schoolbased Apprenticeship and
Traineeship (SbAT) Action Plan
The RESJ Plan strategies align with
the action plan to ensure that
there are collaborative
relationships to achieve the goal of
increasing the uptake of SbATs for
the region.
The plan analyses the region’s
situation in terms of SbAT uptake
and identifies barriers to successful
completion.
NSW Business Chamber ‘10 Big
ideas to grow Murray Riverina’
Four ideas are relevant to the RESJ
Plan:
The document provides a unique
regional perspective on the
challenges and solutions to
improve business conditions in the
Murray Riverina.

Idea 1 – Improve water
resource management

Idea 6 – Better prepare young
people for the workforce
through relevant skills
development

Idea 7 – Enhanced regional
telecommunications
infrastructure

Idea 10 – Build sustainable
communities.
ABBREVIATIONS
Abbreviation
Full Term
AECG
Aboriginal Educational Consultative Group
AEDI
Australian Early Development Index
CSU
Charles Sturt University
DEC
Department of Education and Communities (NSW)
DEEWR
Department of Education, Employment and Workplace Relations
DES
Disability Employment Services
ECEC
Early childhood education and care
FaHCSIA
Department of Families, Housing, Community Services and Indigenous Affairs
HIPPY
Home Interaction Program for Parents and Youngsters
IEP
Indigenous Employment Program
JSA
Job Services Australia
LGA
Local government area
NAPLAN
National Assessment Program – Literacy and Numeracy
NBN
National Broadband Network
Partnership Brokers
School Business Community Partnership Brokers
RAP
Regional Action Plan
RDA
Regional Development Australia
RESJ
Regional Education, Skills and Jobs
RI TAFE
Riverina Institute TAFE NSW
RTO
Registered training organisation
SaCCs
Schools as Community Centres
SbATs
School-based Apprenticeships and Traineeships
SEE
Skills for Education and Employment
TTC
Trade Training Centres
TVET
TAFE-delivered vocational education and training
VEiS
Vocational Education in Schools
WELL
Workplace English Language and Literacy
Regional Education, Skills and Jobs Plan – Riverina 38
www.deewr.gov.au/resj