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Title page 1

Contents 7

Opportunity for comment 3

Terms of reference 4

Executive summary 9

Draft recommendations 10

About this inquiry 13

1. The best resources to improve school student outcomes 15

Summary 15

Australia's education challenge 15

Supporting teachers with comprehensive, evidence-backed, lesson planning materials 27

A national approach to advanced edtech 29

A pathway to reform 33

2. Building skills and qualifications for a more productive workforce 37

Summary 37

Building Australia's skills is vital for productivity growth 38

Enabling tertiary education pathways 40

Lifting work-related training rates 49

3. Fit-for-purpose occupational entry regulations 60

Summary 60

Helping more Australians contribute their skills 61

Excessive OERs impose costs that lower living standards 62

Remove excessive OERs that offer limited benefits 64

Expanding entry pathways and reducing reliance on qualifications will help alleviate skills shortages 70

Governance is vital to reducing inappropriate OERs 79

Appendices 82

A. Public consultation 83

B. Occupational entry regulations - case studies 91

B.1. Overly stringent occupational entry regulations 91

B.2. Qualification requirements are being reviewed for some occupations 94

Abbreviations 97

References 99

Figures 18

Figure 1.1. Disadvantages flow on to outcomes 18

Figure 1.2. Spread of abilities within a year level, 2022 19

Figure 1.3. Teachers spend most of their time outside the classroom 21

Figure 1.4. Education bodies in Australia's national schooling architecture 22

Figure 1.5. Availability of lesson plans varies by jurisdiction 24

Figure 1.6. Jurisdictional progress in developing GenAI tools 26

Figure 1.7. Implementation pathway 34

Figure 2.1. The benefits of better credit transfer and RPL processes 41

Figure 2.2. System architecture of tertiary harmonisation 44

Figure 2.3. Australia's work-related training rates are low 50

Figure 2.4. Employees at small businesses have the lowest training rates, undertake most training outside work hours, and pay most for training 51

Figure 2.5. OECD best practice guidelines on the use of financial incentives 54

Figure 3.1. OERs can vary widely across occupations and jurisdictions 65

Figure 3.2. State and territory qualification requirements differ 71

Boxes 17

Box 1.1. What we heard through our consultations 17

Box 1.2. Funding for lesson planning varies and often duplicates other initiatives 24

Box 1.3. Risks associated with GenAI use in schools 31

Box 2.1. What we heard through our consultations 38

Box 2.2. Credit transfer and recognition of prior learning (RPL) 40

Box 2.3. The scale of the credit transfer problem is unclear 42

Box 2.4. Current data infrastructure and resources for credit and RPL 45

Box 2.5. The European Union (EU) experience of credit transfers and mutual recognition 46

Box 2.6. Existing government policy can be improved 53

Box 3.1. What we heard through our consultations 61

Box 3.2. International research finds negative effects from more restrictive OERs 63

Box 3.3. Licensing applies to more workers in Australia than some other countries 66

Box 3.4. Alternatives to OERs should be considered 67

Box 3.5. Technology removed the need for licensing in the taxi and travel agent industries 68

Box 3.6. Motor vehicle repairers' licensing requirements 68

Box 3.7. Qualification requirements for drainers and roof plumbers vary 72

Box 3.8. Considering risk-based tiers of licensing for registered company auditers 72

Box 3.9. Need for a balanced approach to raising entry barriers for aged care support workers 73

Box 3.10. The Victorian Building and Plumbing Commission model 77

Appendix Tables 83

Table A.1. Consultations 83

Table A.2. Questionnaire responses 85

Table A.3. Submissions 88

Appendix Figures 92

Figure B.1. States requiring a Certificate III have a relatively higher prevalence of hairdressers who are born in Australia 92

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