INFORMATION SHEET 3:

What does the WTIF grant program fund?

Wtif CATGORIES

Project activities across four categories:

New training, products and methods

Innovation in course development, product design and training delivery, supporting training and TAFE system improvements that drive social, economic and global success.

Applied research

Research solving ‘real world’ industry and business productivity challenges and the study of innovation in training design and delivery and product development.

Workforce training and skills development

Improving accessibility, relevance and delivery of workplace skills to support business productivity and learner employability.

Priority sectors

Design of skills development approaches for new and emerging industries and key priority growth industries existing, new and emerging industries and the Victorian Government priority sectors.

WTIF GRANT funding

Project activitiesthat will be considered for grant funding under the WTIF program include:

  • Innovative delivery models
  • Enterprise delivery models
  • Innovative learning models
  • Research partnerships
  • Innovative approaches to development of course material, class resources and curriculum
  • New sectors and/or learner cohorts entering the training and TAFE system
  • System level change
  • Other innovative approaches to skills development
  • Other innovation in new training programs and methods
  • Research
  • New technologies
  • New or revised accredited training product
  • New asset projects, redevelopments and refurbishments
  • Training pilot

Project activities that will generally not be considered for grant funding under the WTIF program include:

  • Ongoing funding

  • Existing initiatives
  • Construction/capital works
  • Ongoing training delivery
  • Business as usual activity, inc. business development activity
  • Supplementary expenses
  • Travel and accommodation

Table 1. PROJECT ACTIVITIES SUPPORTED

project ACTIVITY / REQUIREMENTS
activity / example
Innovative delivery models / Models that represent step changes in accredited training delivery through contemporary learning models such as gamification, personalisation, social learning tools, micro-learning and mobile learning etc. / Evidence and rationale for chosen delivery model, with inclusion of an evaluation (to assess improved service quality, student retention and completion) required as a grant deliverable.
Enterprise delivery models / Apprenticeship and traineeship models created in new sectors; and/or innovations in apprenticeships, traineeships, work placements; and/or alternative models of enterprise training. / Evidence and rationale for alternative models of enterprise training, with inclusion of a sustainability plan and applied research study as part of grant deliverables.
Innovative learning models / Models that reflect principles of effective learning through storytelling, discussion, visible learning, and using community support to celebrate progress etc. / Evidence and rationale for chosen learning model, with inclusion of an evaluation (to assess improved service quality, student retention and completion) required as a grant deliverable
Research partnerships / Established between industry and training providers, that solve ‘real-world’ industry or business challenges with economic benefits and increased training provider workforce or student capabilities. / Roles and project accountabilities between partners need to be clearly articulated in the grant application
An applied research framework and evaluation must be developed as part of the grant.
Innovative approaches to development of course material, class resources and curriculum / Industry partnership models, teaching quality/currency, technology, flexibility, portability, multiple Registered Training Organisation resources etc. / Evidence and rationale for chosen resources, with inclusion of an evaluation to (assess improved service quality, student retention and completion) required as a grant deliverable. An applied research approach is encouraged.
New sectors and/or learner cohorts entering the training and TAFE system / Non-traditional service sectors; emerging markets; innovative market strategies, Higher Education/VET complementary delivery models, non-traditional learner cohorts etc. / Evidence and rationale is required to support chosen market/cohort as well as a Cost Benefit Analysis as part of the grant application.
System level change / Through the identification of potential training system improvements for the training and TAFE system or industry to deliver industry skill needs. / Include evidence-based statements on problem identification. Evidence and rationale on the cause and effect of the identified issue/s and potential impact of a funded intervention.
Other innovative approaches to skills development / To lift productivity, competitive ability and economic growth of project participants in relation to training / No specific requirements, noting that other incremental and step changes in skills development are encouraged.
Other innovation in new training programs and methods / Courses with a clear link to workforce productivity improvements and training to address workforce development needs. / No specific requirements, noting that other incremental and step changes in training programs and methods are encouraged.
Research / That demonstrates a clear, evidence-based alignment with innovation in training and workforce skill development. / Research should be linked with other eligible activities and contribute to ‘understanding and application of innovation for industry through collaborative research with training and TAFE.
New technologies / Application of new technologies in production and service processes with a clear link to improved sector and/or business productivity. / Full cost breakdown, cost comparatives and technical specifications of any technologies to be used in projects are required. A Cost Benefit Analysis is also required as part of the grant application.

Table 2. PROJECT ACTIVITIES THAT are funded WITH CONDITIONS

project ACTIVITY / REQUIREMENTS and conditions
activity / example
New or revised accredited training product[1] / Full qualification / Rationale and evidence that it cannot be achieved through standard National or State Accreditation Processes
Evidence that it does not duplicate any current accredited training products and that there is no planned activities to develop like products.
Unit/s only / As above, and provide a rationale and evidence for partial qualification development, with requirement to assess student impact and provide a sustainability plan as part of grant deliverables.
New asset projects, redevelopments and refurbishments / Minor works only / If any minor works are associated with the project, a project Cost Benefit Analysis must be supplied as part of the grant application
Training pilot / Non-accredited training pilot in line with project scope and as part of project evaluation, / One-off pilots
Where, non-accredited training is delivered through WTIF, a project Cost Benefit Analysis must be supplied as part of the grant application, with a sustainability and evaluation plan provided as part of grant deliverables
Pre-accredited training pilot in line with project scope and as part of project evaluation. / One-off pilots
Where, pre-accredited training is delivered through WTIF, a project Cost Benefit Analysis must be supplied as part of the grant application, with a sustainability and evaluation plan provided as part of grant deliverables
Accredited[2]training pilot in line with project scope and as part of project evaluation. / Applicants are required to formally enrol students and track delivery through the standard VTIS student administration system

Table 3. ACTIVITIESgenerally not funded

activity / description
Ongoing funding / Projects that require ongoing WTIF funding past the 2 year funding period
Existing initiatives / Projects that are losing their current funding stream
Construction/capital works / Full build
Ongoing training delivery / Training outside the parameters of project testing/ piloting.
Business as usual activity, inc. business development activity / For example delivering existing training to a new cohort. Blended, with online learning is considered business as usual for purposes of this fund. Another example, would include a discrete learning management system.
Supplementary expenses / Project administration, executive / steering group meetings, and marketing.
Total costs must not exceed more than three per cent of total grant requested.
Where costs exceed this funding cap, they may be reflected in the budget with an in-kind contribution allocation.
Travel and accommodation / Regional travel to conduct workshops, pilot training or implement project.
Travel/ accommodation costs of a project should not be so prohibitive as to not be funded though co-contribution and not eligible for WTIF funding.
Where travel/ accommodation is part of project activity, it may be reflected in the budget with an in-kind contribution allocation.
One hundred per cent of travel and accommodation costs need to be funded through co-contribution.

[1]For any new or revised accredited training products, applicants must consult with a Departmental representative from the Training Products Unit through the WTIF Inbox. As new training product development can be considered a business as usual activity of the vocational education and training sector, it is not innovative outright. Evidence on how the planned approach is outside of the current training package rules is required and/or training product development forms one part of a wider innovation initiative.

[2] Funding for the training delivery portion must be sought and secured through the Skills First contestable training market.