NDIA Accountability Project

Funding for STEM-related skills development and provider qualifications

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#12 July 2024

##NDIS SUBMISSION

We are a not-for-profit organization with a mission to help all young people, including

differently abled individuals, increase their participation in the community and in employment.

We believe that NDIS participants can benefit from a targeted training program as outlined

below.

###THE PROBLEM

There is a lack of funding for skill development. We have been seeking funding for our work, but

NDIS does not have funding specifically for this kind of work. Based on our consultations with

providers and participants, there is a desire to improve participant engagement in the

community and employment. However, they are reluctant to use the existing funding for our

recommendations because it is not specific to creating employment pathways.

###OUR PROPOSAL

Many NDS providers may not offer training, one-on-one mentorship, work experience, and

placement services in the STEM sector. As industry-experienced professionals, we have vast

experience in STEM-related skills to help NDIS participants through our programs. Our aim is to

enhance the skills and capabilities of NDIS participants by providing better support to actively

participate in the community and employment.

Our program addresses the lack of pathways for students to enter into a disability-friendly

system outside traditional TAFE and university settings. Here are some approaches our NFP plans to take:

Specialised Training Programs

  • Develop training programs specifically designed to accommodate different disabilities, ensuring materials are accessible in various formats (e.g., braille, large print, audio, and digital).

  • Offer modular learning options where students can progress at their own pace, providing flexibility and reducing pressure.

Accessible Learning Environments

  • Create accessible online learning platforms that include features such as screen readers, adjustable text sizes, and captioned videos.

  • Develop personalized support plans for each student, including access to mentors, counselors, and tutors who specialize in working with disabilities.

  • Provide access to assistive technologies and training on how to use them effectively.

Building Partnerships

  • Work with local schools to create transition programs that prepare students for post-secondary education or vocational training in a supportive environment.

  • Offer career counseling services to help students and their families navigate available options and make informed decisions.

Industry Partnerships

  • Partner with SMBs and startup businesses to create internships and work experience opportunities tailored to students with disabilities. We are already doing this with several university students; however, we are unable to engage NDIS students due to the lack of funding.
  • Collaborate with employers to develop pathways that lead to meaningful employment, ensuring workplaces are accommodating and inclusive.

By implementing these strategies, organizations like ours can create a robust and supportive alternative pathway for students with disabilities, helping them transition smoothly into further education and employment.

OUR RECOMMENDATIONS

  1. Offer grants for organizations such as ours to use specifically for NDIS participants. TAFE and universities are already funded by the Education Department. We want to create an alternate pathway for students to learn in a specially supported environment.

  2. Raise the bar for NDIS providers to have industry education and qualifications to offer such training, ensuring that funding is not accessible to unsuitable and unqualified providers. Teachers in Australia need to have ASQA-approved training and must show CPDs on a regular basis. Such requirements should be made mandatory for NDIS providers who want to access these funds. Even allied services providers need to have specialized qualifications, but not the generalist NDIS providers.

  3. Currently, the barrier to entry is low for NDIS providers to enter the business. Create a minimum standard, as mentioned above, as an example. An NDIS audit alone is not sufficient; the currency of qualification, CPDs, and community references should be added to the current program.