The Skills First Program is the way that training providers are contracted in Victoria to deliver government-subsidised training to individuals.
Courses available under the Skills First Funding:
Citizenship/residency
A student must be either:
Physically present in Victoria or a border region
A student must be undertaking all training and assessment while physically present in:
| NSW | SA |
|---|---|
| 2546 | 5262,5263 |
| 2548 – 2551 | 5267 – 5272 |
| 2625 – 2633 | 5277 – 5279 |
| 2640 – 2648 | 5290, 5291 |
| 2650, 2651, 2653, 2655, 2656 | 5302 – 5304 |
| 2658 – 2660 | 5311, 5333, 5340 |
| 2700, 2707 | 5342 – 5345 |
| 2710 – 2717 | |
| 2720 | |
| 2730 – 2739 |
The ‘2 Skill Sets in a year’ and ‘2 AQF qualifications in a year’ limits
The following scenario Do not count the following when determining if a student meets these limits:
The ‘2 at a time’ limit
ASYLUM SEEKER VET PROGRAM
Program settingsYou may exempt an individual from the citizenship/permanent residence eligibility criterion (as set out in Clause 2.2(a) of this Schedule 1) if they:
a) either:To know more about eligibility please refer to the eligibility document.
These guidelines describe the requirements about tuition fees and other fees associated with Skills First training, and the financial and accountability requirements for fees.
To know more about the fees, please refer to the fee document.
This charter explains what the department expects from training providers in their provision of key aspects of training services under the contract.
To know more please click here.
The Western Australia Government offers a range of course at reduced fees under the Lower fees, local skills initiative.
Jobs and Skills WA provides a subsidised training place for eligible students enrolled in courses that are deemed State priority qualifications, where a training place is available.
Types of Funding:
The Participation Program focuses on the delivery of training for those sections of the population that are under-represented in the workforce and face barriers to mainstream training arrangements.
This program focuses on making available a range of qualifications that address priority industry needs of the State through a non employment-based training pathway.
This program has two target groups, jobseekers and existing workers. The qualifications offered may be delivered in any region throughout WA for both target groups.
Courses available under the DTWD Funding:
Citizenship/residency
A student must be a resident of Western Australia and student must meet one of the below residency requirements:
PARTICIPATION WORK READINESS (PWR)- Jobseeker
To be eligible for the program, students must be unemployed or under-employed and able to access mainstream training. Students must:
PRIORITY INDUSTRY TRAINING (PIT) – Existing Worker
Students must not have an active apprenticeship/traineeship training contract registered on WAAMS.
Not Eligible for Funding?
IHNA offers a range of payment plans to help you with your course fees. Call our admissions team today to know more.
For more information, Visit https://www.dtwd.wa.gov.au/
Smart and Skilled provides eligible students with access to Government subsidised training in NSW. This includes an entitlement for all NSW citizens to undertake Apprenticeship and Traineeship training
Courses available under the Smart and Skilled Funding:
The NSW Skills List provides the nationally accredited qualifications and courses that eligible students may undertake. Eligible students may also undertake a short course (either a nationally accredited skills set or a bespoke skills set made up of nationally accredited units of competency and/or modules) through the Targeted Priorities Prevocational and Part Qualifications Program.
Under Smart and Skilled, a student contributes towards the cost of training through the payment of a student fee.
There are different categories of student fees, based on the program, the qualification and the characteristics of the student. The schedule of fees for each qualification on the NSW Skills List can be accessed at: https://www.nsw.gov.au/education-and-training/vocational/funding/smart-skilled-fees
Some students may be eligible for fee-free training or a concession fee.
The Smart and Skilled Fee Administration Policy provides detailed guidance on fee arrangements and eligibility requirements for fee-free training or fee concessions.
A person who is eligible to receive subsidised training in all Smart and Skilled Programs (except Smart and Skilled Entitlement Apprenticeships and Traineeships Program) is a person who, at the time of enrolment in a qualification or course on the NSW Skills List or a “short course” with a Smart and Skilled provider:
A student must declare that the information they provide with regards to eligibility is true, accurate, complete and not misleading.
The following exceptions apply to sections 2.2 of this Policy:
The following table outlines the proof of eligibility requirements to access Smart and Skilled. The Smart and Skilled Fee Administration Policy outlines the proof of eligibility requirements for fee-free training or fee concessions.
All evidence must be able to be verified by the Provider. At the Department’s discretion, the Department may request that the Provider produce records for verification (i.e. either a copy of the evidence or proof that the evidence has been sighted).
| Requirement | Evidence | Evidence Requirement |
|---|---|---|
| Proof of identity | USI
The Provider must ensure validity of the USI. The Department will also check validity with the USI Registry. |
Valid USI |
| Living or working in NSW | Living in NSW
any Commonwealth or NSW Government issued document providing evidence of living location, or Working in NSW (if the student does not live in NSW):employer-issued document confirming employment in NSW. |
Evidence sighted or collected by Provider |
| Citizenship- Australian citizen, New Zealand citizen and permanent Australian resident | Australian Citizen
|
Evidence sighted or collected by Provider |
| Humanitarian visa holder and Partner visa holder (Refugee or asylum seeker) |
|
Evidence sighted or collected by Provider |
| Home schools students | Copy of current certificate of home schooling registration, which clearly indicates the period of time for which the student will be home | Evidence sighted or collected by Provider |
| Date of Birth | USI Data | Valid USI |
| Registration as NSW apprentice or new entrant trainee | Training Contract identifier (TCID) number | Department system check against details of approved or registered Training Contract stored in the Department’s database |
| Year 10 Completion or Equivalent (If under 17) | Evidence that student has met school leaving age requirements | Student Declaration /Signature at enrolment |
| Post code for an aboriginal or Torres Strait Islander Person who lives in specific defined interstate NSW border areas | Any Commonwealth or NSW Government or local council issued document providing evidence of living location | Student Declaration /Signature at enrolment |
Note: Where the evidence provided by the student is a copy of the orig i na I, the copy must be certified by a person who is on the list of approved witnesses who can verify documents. A list of which is available at the Commonwealth Attorney General’s Department website at:www.ag.gov.au/Publications/Pages/Statutorvdeclarationsignatorylist.aspx
To know more about Smart and Skilled Fee administration policy click here
To know more about the “2023-2024 Smart and Skilled provider information webinars” Click here
IHNA acknowledges the Traditional Owners of the country throughout Australia and recognises their continuing connection to land, waters, and culture.
We pay our respects to their Elders past, present and emerging.
Location : Online
How to attract, recruit and maintain a dedicated skilled and loyal workforce in the health sector (Aged Care)
This seminar is based on research from a recent royal commission report into the aged care sector and a workforce strategy that followed. The strategy outlined a number of skill gaps across the aged care sector, including a significant lack of management & leadership knowledge and skills. This was identified across all levels of staff, including management and supervisors. Based on the workforce strategy, I have put together an educational seminar. The seminar includes a lot of practical ideas and ‘How To’ methods. The purpose of the seminar is to develop and build knowledge and skills of people working across the aged care sector.
Main topics
Bio. Kevin Egan
MBA, Adv. Dip, CIV TAE.
Kevin has lived and worked in Australia for most of his professional life. He started his career working on a factory floor. Not satisfied with factory work, he set off on a journey to create a successful life and career. This is a remarkable story of a person who was intellectually, economically and emotionally bankrupt and worked his way from obscurity to personal and business success.
During his career, Kevin has acquired a wealth of knowledge and experience working across various Australian businesses and industries. These include: local and state government, transport and logistics, retail, warehousing, sales, finance and education.
Kevin has held various positions, including senior partner, state and national management positions and senior consultant roles. He holds a Master’s degree in business administration and is a published author.
Kevin’s local business and academic skills make him the ideal speaker for this seminar.
Book a SpotDr. Bijo, the Founder, Managing Director, and CEO of HCI Australia, epitomizes a visionary leader driven by a deep passion for education, entrepreneurship, and technology. With a Master’s in Business Administration and a background in Mechanical Engineering, he brings over three decades of extensive project and business management experience to his role. Furthermore, as a member of GAICD and has pursued a PhD in Corporate Governance in the Educational Sector at Swinburne University, Dr. Bijo exemplifies a dedication to lifelong learning and professional excellence.
With a dedication to teaching, research, and industry consultancy he’s published over 45 referred research and conference papers and. Dr Hewege holds a PhD in Management, a Master of Business Administration Degree, and a Bachelor of Science in Business Administration with Honours. He’s well-regarded on a wide spectrum of research areas including corporate social responsibility, management controls of transitional economies, marketing, logistics, international business, and research methodology. Dr Hewege has also accumulated over 20 years of teaching experience on undergraduate and postgraduate levels in Australia and internationally.
Associate Professor Anthony Welch has held a number of positions in the discipline of nursing in both the private and public sectors of the health care industry (Australia, New Zealand, Singapore, and Hong Kong). Such positions have included Hospital Manager, Director of Nursing, Deputy Director of Nursing, Senior Supervisor, Unit Manager, Principal Educator, Senior Lecturer, Associate Professor, Director of Undergraduate Studies, and Director of Post-Graduate Studies. He has also been a foundation member of two Schools of Nursing in Australia. He is currently employed at Central Queensland University as Assistant Dean Community Engagement, School of Nursing and Midwifery.
Trang Perrine is a distinguished Senior Finance Executive and Non-Executive Director renowned for her exceptional strategic leadership and financial stewardship. As a forward-thinking executive, Trang seamlessly integrates short-term financial imperatives with long-term strategic aspirations, ensuring her organization’s robust financial health and positioning it for enduring success. Trang's analytical acumen and results-driven approach have consistently fortified her organization's financial standing, fostering sustained growth and profitability. Her expertise as a trusted advisor to boards, CEOs, and directors underscores her pivotal role in shaping financial strategies and steering critical decision-making processes. Her commitment to excellence is exemplified by her Executive MBA with honours from the prestigious Melbourne Business School, reflecting her profound work ethic and comprehensive expertise. Additionally, she holds credentials as a Graduate of the Australian Institute of Company Directors (GAICD) and is a Certified Practicing Accountant (CPA). Through her visionary leadership, financial insight, and people-centric approach, Trang continues to make transformative contributions, driving sustainable growth and success for the organizations she serves.
Ms. Shali Bijo, an experienced healthcare professional with over 25 years of nursing, education, and management experience, plays a key role at HCI. Focused on IHNA courses, she ensures compliance with regulatory requirements, implementing strategies for excellence and upholding standards of education and training for healthcare professionals. Holding a Masters in Orthopedic Nursing, Shali is dedicated to maintaining organizational compliance while delivering top-quality education.
In 2018, Lorraine transitioned to the role of Pro-vice Chancellor Associate - Academic and Strategic Transformation, which she held until her retirement at the end of 2018.
With more than 20 years of experience in the field of accounting and finance, Pankaj has experience across financial reporting, taxation, and auditing, with established skills in corporate finance, financial analysis, taxation, accounting, and auditing. He holds Bachelor of Commerce and is also a Certified Public Accountant (AUS) and Chartered Accountant (India). Pankaj has been working with the HCI Group for over eight years and is responsible for managing financial aspects of the entire group.
Shruthi is an accomplished entrepreneur with experience in academic board membership and publication.
She has a background in RTO education.
Shisir Manandhar is a respected leader in Australian tertiary education, overseeing academic programs at IHNA. With over seven years of experience, he specializes in technology management and innovation policy. As head of Heathovation, he drives research and innovation in healthcare education using cutting-edge technologies. Shisir's research focuses on enhancing tertiary education and healthcare delivery through innovative technologies.
Building on a robust foundation of vocational training, Australia's VET system, operational for over four decades, exemplifies educational excellence. HCI, with its seventeen-year tenure, expands this legacy internationally, offering innovative training models tailored for a globally-mobile workforce. These initiatives are instrumental in fortifying individual capabilities and catalysing economic growth, by nurturing a skilled labour force attuned to the demands of diverse industries.
The Global Skill Training Academy, also known as HCI Skilldemy, is a dynamic initiative by HCI aimed at elevating vocational education in healthcare. HCI Skilldemy specialises in offering internationally-focused training courses, developed by HCI's curriculum experts for offshore delivery.
The HCI Skilldemy is strategically designed to extend HCI's expertise in vocational training to the global stage, catering specifically to international students offshore. Our tailored courses, crafted by seasoned curriculum specialists, ensure a comprehensive learning experience that aligns with the needs of international markets and upholds the educational excellence synonymous with HCI.
The HCI Skilldemy aspires to be the bridge in global healthcare education, preparing individuals to meet the demands of the industry with an expansive skill set. Committed to 'Education for Employment,' our mission encapsulates the provision of comprehensive training programs tailored to foster work-ready graduates. We strive to equip our students with both the practical and theoretical knowledge required to excel in the healthcare sector, ensuring they remain at the forefront of innovation and service.
Skill sets offer a flexible approach to vocational education, allowing learners to accumulate partial qualifications that collectively lead to a full qualification. This method of 'stacking' units aligns with the concept of staking in cryptocurrency, where individual contributions lead to greater rewards over time. By engaging with individual units that contribute to a larger goal, learners can pace their education to fit their life circumstances, making each step manageable and significant towards achieving their ultimate vocational aspirations.
Online systems for HCI SKILLDEMY course delivery bring multiple benefits, enhancing the educational experience. They provide a structured environment for learning, with consistent quality in both content and assessment. This ensures that all students receive the same comprehensive information and are evaluated against the same standards, regardless of their location. Moreover, digital platforms facilitate interactive and flexible learning, allowing students to engage with the material at their own pace and in a manner that suits their individual learning styles.