2016 Training and Work Pathway Programs
Stream Three – Pathways
for Youth at Risk
Application Form
Please read the program guidelines before filling out your application. You can find the document at
www.skills.tas.gov.au/funding/trainingandworkpathways.
Instructions for filling out this form
This form is designed to be filled out electronically and e-mailed. Please complete the required fields.
When submitting the form, please do so only as a Word document (PDFs will not be accepted). You are
required to use the naming conventions identified in the guidelines.
Questions regarding this form or the application process itself should be directed to the Contact Officer,
Kris McCracken at [email protected] or (03) 6165 6037.
Applications must be submitted to, no later than 5 pm (AEDT) Tuesday, 1 December 2015.
Skills Tasmania Office Use Only
Project Code:
16PYRXXX
Received:
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TRIM #:
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Total awarded:
$
Qualification(s)
#1 Choose an item.
#2 Choose an item.
Assessment:
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Assessor:
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enter text.
PCID #1:
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enter text.
to
Approval:
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enter a date.
PCID #2:
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enter text.
to Training to Click here to Laurel ID:
commence
by:
1
to Choose an item.
enter a date.
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Please read before completing this form
Assessment Process
This application will be assessed in its entirety against the criteria provided in Attachment A of this document. All
content is evaluated against the assessment criteria, and considers the scope and relevance of the whole proposal
that includes (but is not limited to) the following considerations:

A clear sense of need.

Appropriateness and opportunity in relation to geographic location.

Strategies that address barriers and access to VET.

Clarity of VET pathways into further education and training or employment.

Value.

Collaboration and partnerships that improve completion rates.

Demand for training.

Industry and market need.
Where the selection panel ranks multiple applications equally, the Department of State Growth, Skills Tasmania,
will – where applicable – review past RTO performance to develop a final ranking of applications. This will be
achieved by analysis of progress and final program reports, previous contestable funding outcomes and AVETMISS
reporting.
Offer of Contract
Please note this application form will become an attached schedule of activity to the Deed of Grant. The
nominated Registered Training Organisation (RTO) will responsible for the training activity that will be
administered in Laurel according to terms, conditions and warranties contained within the 2015–2017
Department of State Growth (Skills Tasmania) Agreement. A PCID will be generated for each set of qualifications
(with a maximum of two per application) and entered in to Laurel for payment and AVETMISS reporting purposes.
The base training fee has been determined by an independent KPMG survey of Tasmanian RTO delivery at $7 per
nominal hour training amount for each qualification.
Those activities and services that sit outside of direct training – i.e. itemised wrap around support service costs –
will be paid upon execution of the Deed of Grant and the submission of a correctly rendered tax invoice.
All projects must be fully acquitted against the budget provided, and any unspent funds in excess of $5,000 at the
project completion date are to be returned to the funder. Applicants are reminded that the Grant Deed includes
clawback and termination clauses in the event that services fail to be delivered as proposed.
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PART A – APPLICANT DETAILS
Lead Organisation (the organisation responsible for the project)
Business name
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ABN
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Postal address
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Project manager (please include name, title, e-mail address and phone number)
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Endorsed RTO Details (the RTO to deliver the training)
Business name
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ABN
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RTO ID
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Postal address
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Contact (the person responsible for the project)
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PART B – PROPOSED FOCUS
What are the MAIN barriers/ disadvantages that the proposed wrap around support services address? You may
select a maximum of three.
Note: This should be addressed in the training delivery plan and budget.
Disconnect from education
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Long-term unemployment
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Geographical remoteness
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Experience of family violence
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Language, Literacy and
Numeracy (LLN) barriers
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Low digital literacy and IT
skills
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Cross-generational under/
unemployment
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Perception of VET
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A history of offending and/ or
imprisonment
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Lack of English language
fluency
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Lack of transport options
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A minority culture
background
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Economic downturn and/ or
industry restructure
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Systems funding gaps
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Low motivation
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Social isolation
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Lack of social/ family support
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Caring responsibilities
(children)
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Caring responsibilities (other)
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Physical health
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Training fatigue
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Who will MAINLY benefit from this project? You may select a maximum of two.
Note: You will be asked to confirm how these will be addressed in the training delivery plan.
Young people (15 – 24 years)
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Older people (55+)
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People with disability
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Migrants and humanitarian
entrants
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Aboriginal or Torres Strait
Islander communities
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People with mental health
issues
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Long-term unemployed
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Geographically isolated
communities
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Prisoners/ offenders
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Homeless
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Women
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Gay, Lesbian, Bisexual and
Transgender community
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In what Local Government Area will the training delivery management be based? Please identify one.
Choose an item.
What locality(ies)/ suburb(s)/ town(s) will training be delivered in? Please list all that apply.
Note: While you may list multiple sites, where training is to be delivered outside the LGA of the RTO’s office, the training delivery
plan MUST address the delivery and support methodology to effectively deliver in EACH identified.
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PART C – PROPOSED QUALIFICATIONS
Training organisations must only submit applications for training outcomes where the units composed in the skill set/ qualification(s) are included in their scope of
registration for delivery in Tasmania at the time of lodging their application.
Please choose the qualifications are you proposing to deliver. Each application is capped at a total request of $120,000 across a maximum of ONE qualification and
ONE skill sets or qualifications. If successful, each will be administered by a separate PCID with the Department of State Growth.
Complete a different row for each skill set or qualification from the approved list. Please refer to the program guidelines to see the component units within each
Skills Tasmania recognised skill set.
PCID
Office use only
Example
Qualification Code and Title
Select from list
AHC10210 – Certificate I in AgriFood Operations
Qualification
Choose an item.
Skill Set
Choose an item.
Number of
Places
A
Maximum of
30 over both
qualifications
15
5
Nominal
Hours
B
Refer to
training
package
275
Cost per
learner
Total cost of
training
B
D
Nominal
hours (A) x $7
Cost (B) x #
Learners (A)
$3,250
$48,750
Office use only
PART D – BUDGET AND VALUE STATEMENT
Pathways for Youth at Risk Project Budget
Additional support costing – this budget should not include the costs of accredited training; it
is to identify costs in addition the $7 nominal rate.
$
Part A – TOTALS (Funding break down)
A.1 Pathways for Youth at Risk funding for wraparound support (itemised in
Part B)
$
A.2 Pathways for Youth at Risk accredited training costs (total nominal hours x
$7 x # learners)
$
A.3 Pathways for Youth at Risk funding requested (A.1 + A.2)
$
Note: Due to the equity focus of this program, participants should not be charged a
fee for this training. Please ensure relevant costs are included in your application.
Part B – Itemised support COSTS
B.1 Participant transport
$
B.2 Literacy, language and numeracy support
$
B.3 Learner liaison support
$
B.4 Police checks
$
B.5 Mentoring
$
B.6 Student clothing and required protective equipment
$
B.7 Administration support
$
B.8 Childcare
$
B.9 Non-accredited training
$
B.10 Other support costs (specify)
$
B.11 Other support costs (specify)
$
B.12 Other support costs (specify)
$
B.13 Total Support Costs (SUM B.1:B.12. This generates A.1)
$
TOTAL per participant cost (A.3 ÷ # places requested)
$
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VALUE proposition
This will be read in conjunction with your project budget
This is your opportunity to explain the value for money offered by this training. In doing so, please identify the
wrap-around support, innovative delivery and assessment process and tools used to support learners and increase
retention and completion rates.
Value will be assessed on the funding requested that is over the $7 nominal hour training amount for each
qualification. Explain what additional services are offered with any additional funding requested (over and above
the $7 nominal hour rate). Use succinct bullet points.

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PART E – PROJECT DETAILS
This section forms an essential part of your application. It is your chance to describe the proposed training and support activities. This will be assessed using the
selection criteria presented in Attachment A. Your responses should consider these criteria in order to maximise your chance of success. If your application is
successful, this document will be used in the development of a Grant deed schedule.
Applications should outline any job search assistance, employability skills training and networking opportunities that will be offered in addition to the base
qualification or skill set.
WHAT will the project achieve?
Please provide a brief synopsis of what this training will achieve. Goals should align to the program objectives and link VET to employment opportunities or further
education outcomes. What skills will participants develop? How will the proposed qualifications and/ or job preparation training help participants gain
employment? Your response should identify the training pathway, linkages to technical training or employment, learner capacity building and career decisionmaking elements of the training and support package.
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WHY do you want to do this project?
Describe the rationale for your approach. In what way does this training and support respond to community needs? Who in your community will your training
support? How will you attract and work with them to address barriers in the VET system? If you are applying for more than one qualification, state your logic,
including any pathway planning that may take place.
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HOW will you carry out this activity?
Please provide a brief overview of the key strategies that will achieve the identified project goals. Include specific delivery methodology, timing, wrap around
support services, innovative assessment processes etc. where appropriate. Where training is provided outside of the project manager’s office LGA, please explain
how training and support services will be provided. How will additional training needs be identified and supported to maximise progression towards the
completion of qualifications and transition to employment?
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WHO will be involved in this activity?
Please provide a brief overview of who will manage the project and list any other partner organisations that will be involved in support or service provision of
some kind. Consider the role of your partners and the impact on the project should they cease involvement. This should link to your risk management plan. How
will participants be recruited and selected for the project and how will you ensure that program participants meet eligibility criteria?
Evidence of relationships – including MoUs, letters of support, written agreements etc – should be provided as attachments to this application.
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Outcomes Measurement
Target Outcomes for a project are outcomes that have a measurable benefit and will be used to gauge the success of the project. Usually there will only be a small
number of target outcomes for any project. Each measure will be linked to one or more target outcomes. At the end of the project the measures will help answer
such questions as ‘what have we achieved?’ and ‘how do we know?
For example, what percentage are you aiming for in terms of outcomes for participants, what percentage do you expect to complete the program? What
percentage to engage in further VET? What percentage to return to school? What percentage to gain employment? What effect do you hope to have in relation to
recidivism? Your target outcomes should be realistic and unique to your proposed activity and target cohort. Describe how you will measure and report upon
‘success’ in this project.
Successful applicants will be required to report against their identified target outcomes.
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Risk Management
Please list what you consider to be the top FIVE Contingency/mitigation action(s)
potential risks to the viability and completion of
this training program
Person responsible
Risk score (using
matrix below)
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Risk Management Key
5
4
Severity
3
2
1–4
Low
5–11
Moderate
12–16
High
17–25
Extreme
Rating
L- Low
M - Moderate
Required Action
Acceptable
2
3
Likelihood
4
5
H - High
E - Extreme
Unlikely to require specific application of resources.

Manage by routine procedures.

Monitor and review.
Acceptable
1
1


Unlikely to cause much damage or threaten the effectiveness of the activity.
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Treatment plans to be developed and implemented.
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Manage by specific monitoring or response procedures.
Generally not acceptable
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Likely to cause some damage, disruption or breach of controls.
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Senior management attention needed and management responsibility specified.
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Treatment plans to be developed and reported to the appropriate manager.
Not acceptable
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
Likely to threaten the continued functioning of the program.
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Immediate action required.
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Must be managed by senior management with a detailed treatment plan.
PART E – MANDATORY REQUIREMENTS CHECKLIST
Final Checklist
I have read and understand the 2016 Training and Work Pathway Program Guidelines.
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The application form has been checked and I have responded to all questions.
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The budget template and value proposition statement have been completed.
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This application has been saved as a Word Document using the naming convention specified
on the cover page.
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The proposed training will be delivered in Tasmania.
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The RTO that will deliver the training is a Skills Tasmania Endorsed Provider and the
qualifications proposed are on scope for delivery and assessment in Tasmania.
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Letters of support attached – community involvement and employer/industry support
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I understand that the Department of State Growth may use historical reports, ASQA reports
and AVETMISS data to confirm completion performance and service delivery standards as
part of its assessment.
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A copy of this application has been retained for record purposes.
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I am aware that if this tender is successful I will be required to provide Skills Tasmania with all
reporting requirements outlined in the Guidelines.
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I can confirm that each item in this checklist has been met.
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Declaration
I state that I have read the program guidelines and that the information in this application is to the best of my
knowledge true and correct. I will notify the Department of State Growth of any changes to this information
and any circumstances that may affect this application. I understand that this is an application only and may
not necessarily result in funding approval.
Name:
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Position: Click here to enter Date:
text.
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to
ATTACHMENT A – SELECTION CRITERIA
There are five criteria, each weighted equally. Higher scores are awarded where responses include examples,
evidence or demonstrate deeper understanding of an issue. Where responses do not include such detail, or
where the information is unclear, invalidated or incomplete, the score will be lower.
Successful applications must demonstrate the skills, networks and organisational capacity to meet the needs of
young Tasmanians at risk. The content of this document will be assessed in its entirety against each of the
assessment criteria. Please note that these criteria are synergistic in nature. That is, one activity/ response will
often rely upon another in order to be assessed at the higher levels.
1. Well defined target cohort and identified unmet need, including effective pre-commencement student
assessment and screening
Applications must have a clear sense of cohort, their needs and those barriers that are preventing access to and
participation in VET. Learner recruitment and selection should link to program outcomes and supports, noting
standards, observed behaviours, barriers, or opportunities to be supported and individual suitability to intended
training or employment outcomes. This should result in appropriate learner selection and form the baseline from
which to assess outcomes post-training delivery.
2. Well-designed pathway and responsive delivery
Proposals should show clear outcomes that build personal attributes, skills and competencies that will lead to
enhanced employability, employment, traineeships, apprenticeships, higher level VET, tertiary education or
continuation to further education.
Delivery and assessment options, training locations, times, educational modalities, additional support must be
tailored to the needs of learners that have been identified.
3. Performance outcomes and relevant vocational placements, workplace experiences or industry exposure
Applicants must identify their anticipated outcomes. This should include number of completions, number
enrolment/ commencement in to higher level VET, other education, employment outcomes, traineeships,
apprenticeships or any other demonstrable positive behavioural outcomes. Successful applicants will be required
to report against their identified target outcomes.
Similarly, timing, duration, tasks and levels of placement support will be assessed. If the level of the qualification
is not appropriate for learners, or if work placements are not suitable, other forms of workplace exposure and
industry awareness activities should be identified.
4. Strong relationships and partnerships and clear and concise risk assessment plan
Applications must provide clearly identified wraparound support (that aligns with Criterion 2), work placement or
exposure, education/ training or employment outcomes that are rooted in demonstrable relationships or capacity
to support learners. Evidence of these relationships should be provided as attachments.
Applications must also list the top five risks to the proposed program and describe their mitigation and treatment
strategies, including identifying the party responsible for implementation.
5. Value for money (including the proposed budget)
Training and Work Pathway Programs are ‘quality sensitive’ rather than ‘price sensitive’. Value is assessed not
solely on the costs of training, but how the training delivery and wraparound support component address the
identified disadvantage. Value is evaluated on the type of support offered to learners, the relevance of support to
identified barriers, the relevance to improving job readiness, employability or readiness to undertake further
training and overall costs compared to other applications.
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