• Abstract and Figures
• Public Full-text

AMPAG submission to the Inquiry into the VET Student Loans Bill 2016, the VET Student Loans (Consequential Amendments and Transitional Provisions) Bill 2016, and the VET Student Loans (Charges) Bill 2016 to the Education and Employment Legislation Committee for inquiry WHO WE ARE The Australian Major Performing Arts Group, or AMPAG, is the umbrella group for Australia's major performing arts companies (MPAs) who inspire millions through theatre, circus, contemporary dance, classical ballet, classical music, opera, musicals and comedy. See appendix 1 for the full list of member companies. The MPAs are Australia’s iconic cultural institutions for performance who: expand our nation’s reputation across art forms; provide substantial and stable employment across artistic and creative disciplines; drive R&D with diversity of content and commissioning of major new works; deliver creative inspiration, nurturing and empowering communities, art forms and artists. In 2014, 3.83 million Australians attended a performance, school activity or workshop by an MPA company—an increase of 85,000 on 2013. Employment: The MPAs employed more than 10,000 people in 2014—7,400 artistic and production (including 4,900 artists), 2,700 admin and management. This represents around 25 per cent of performing arts employment in Australia. Income: In 2014 MPA companies had a turnover of $509 million, of which $228.5 million was box office income—reflecting a box office increase from 2013 of almost 12 per cent, and an overall income increase of about 9 per cent. The issue AMPAG is concerned that the proposed remedy to cut the rorting of government support for vocational training will have a very significant negative impact on access to quality industry focused performing arts training. The Minister for Education The Hon Simon Birmingham has said of the selection of approved VET Student Loan courses, “To develop this list, the Turnbull Government has run a test over all of the different diploma-level and above qualifications that are out there to ensure they are on at least two state and territory skills needs list and we’ve looked at other areas of high economic need, such as STEM skills or agricultural skills, to make sure the list represents our national economic priorities.” 1 We understand government priorities are jobs and growth. The arts sector creates jobs and the creative industries are a growing sector in modern economies and the government’s innovation agenda requires our workforce to be creative – skills that are nurtured through arts- based study and practice and access to high quality arts environment. The chosen criteria for determining which courses are deemed valuable are based on a narrow approach that fails to recognise the needs and, we believe, the value of the performing arts sector. The MPAs are significant direct employers and active developers of emerging talent. The impact of the changes from VET Fee Help to the VET Student Loans program raises concern for our group for several reasons: 1. It fails to consider the quality and reputation of the training provider and the contribution this training proves to support industry outcomes in the performing arts, 2. It negatively impacts leading performance-based arts training in some of our leading government funded not-for- profit arts training institutions including; National Institute of Dramatic Arts (NIDA)and West Australia Academy of Performing Academy (WAAPA) as well as smaller private colleges such as Academy of Film, Theatre and Television (AFTT) and the Australian Institute of Music (AIM). 3. It excludes all performance based performing arts training courses1–this includes diplomas in dance, music and acting. Yet these art forms require significant training in technique, 4. It has been derived without research and consultation with the professional performing arts sector or the government agencies that support the sector 5. It is based on criteria that prioritise and support courses building on skills in the science, engineering, technical and mathematics disciplines (STEM) but fails to recognise the significant contribution of arts training to workforce skills in the 21st century economy (STEAM). The above mentioned training institutions, and the vocational courses they provide, are not rorting the system; they are providing quality training that leads to jobs in the industry directly and indirectly. For example: 1. NIDA is Australia’s leading institute for education and training in the creative arts. It was established in 1959 in response to the need for a specialist school to develop Australia’s entertainment arts industry and cultural voice. NIDA has a valued commitment to practice-based learning. NIDA is an independent conservatoire recognised for specialist training and national significance through membership of ARTS8 (Australian Roundtable for Arts Training Excellence), through TEQSA (Tertiary 1 See appendix 4 2 Education Quality Standards Agency) who granted NIDA self-accrediting authority, and ASQA (Australian Skills Quality Authority) the regulatory body for VET (Vocational Education and Training). Alongside Higher Education (the BFA and MFA courses), NIDA introduced VET diploma courses in 2015 after extensive consultation with employers in the entertainment industry where it was identified that they were not able to fill the available roles with appropriately trained and skilled candidates. Selection and training of NIDA VET students is undertaken with rigour and care. NIDA conducts auditions and interviews for prospective VET students according to strict industry-focussed admission criteria for a limited number of places (currently 50 students). NIDA VET students have access to industry standard facilities and equipment and expert teaching staff. NIDA VET students are subject to stringent governance and quality assurance measures and the rate of NIDA VET graduate employment in the industry is very high. NIDA has 4 VET diploma offerings, only 2 of which are earmarked as being eligible for student loan access: a. Diploma of Musical Theatre [not on the new list of courses eligible for VET Student Loans] b. Diploma of Live Production and Technical Services [on the new list of courses eligible for VET Student Loans] c. Diploma of Screen and Media [on the new list of courses eligible for VET Student Loans] d. Diploma of Stage and Screen Performance [not on the new list of courses eligible for VET Student Loans] Both the Diploma of Musical Theatre and the ASQA accredited, industry required, Diploma of Stage and Screen Performance intakes are small and meet rigorous criteria. Only a limited number of students will graduate. It is essential for students in these courses to have access to loans so that students from all socio-economic backgrounds have the opportunity to participate. If students in these two courses are not able to access VET Student Loans, selection will be limited to fewer, financially privileged candidates. Similarly- access will be reduced for the two courses that are eligible for the new VET student loan as support is capped at $10,0002 - significantly lower than the previous scheme. 2. The West Australian Ballet Company (WAB) has advised the impact of these changes will be felt on a local, national and international level for generations to come, stating equitable access to training as a major issue. Financial barriers will mean that the student cohort be increasingly comprised of people who can afford to study the creative industries, as opposed to those who have the talent and aptitude to do so. The effect for WAB will be on the number of young Australian dancers the company will be able to employ. The company has worked very hard to provide experiences 2 See appendix 5 3 and to support career pathways for talented young dancers, meaning they don’t have to leave WA, or the country, to gain the level of training required to be a professional dancer. If they’re not able to afford to study dance at a high level in Australia, the chances of them being able to afford to study it abroad are very slim. The result is we will lose talented young dancers due to lack of financial support. The same applies for the other professions relevant to the performing arts, such as production design. Currently many elite dance students choose to study a Diploma or Advanced Diploma for the level of the practical aspects of the training provided. The new exclusion of loan support for these courses will lead to a these students shifting to tertiary degrees where financial support is supplied, yet where the quantity, level,( and in some cases quality), of physical training is inferior to a Diploma course due to the requirements of theoretical subjects. While a degree approach to training may be the right pathway for some, theoretical training is not necessarily relevant for the training of all students. An immediate concern for current and future students follows through to WAAPA. The changes will have a negative direct impact on the talent nurtured in Australia and the stable supply of skills needed by the arts sector. This is where we will see the direct effects of these changes and we have no doubt the effect on industry will be extremely negative. 3. Examples of AFTT student alumni include; a. Kailah Cabanas who graduated from AFTT with an Advanced Diploma of Stage and Screen Acting and went on to develop into a world-class puppeteer and physical performer, touring with War Horse and for the as a member of Cirque du Soleil. b. Timomatic (Aka Tim Omaji): graduated with Advanced Diploma of Music Performance in 2008. After graduating, Tim focused on his music and was signed with Sony in 2011. He released his debut single ‘Set It Off’ and soon after, it peaked at number two on the ARIA charts, and was certified quadruple Platinum, as well as nominated for Song of the Year.

Load more

  11

Copy Link