Transcript presentation to Skills Australia, September 2011

TDA Position
Provider Categories:
Higher Education,VET and Tertiary
Briefing Presentation to Skills Australia
September, 2011
The Emerging Tertiary Sector
Growing evidence that ‘TAFE institute’ is ceasing to be an
apt descriptor for all TAFE providers:
 ‘Polytechnic’ (WA, Tas.)
 ‘Institute’ (silent on ‘TAFE’)
 ‘Institute of Technology’ (ACT, Qld, WA)
 ‘Institute of Vocational & Higher Education’
New partnerships between TAFE and HE:
 Regional university/TAFE network (Ballarat)
 New dual sector universities (CQU/CQIT, UC/CIT)
 Joint delivery e.g. Deakin At Your Doorstep’
State/Territory Tertiary Planning Processes:
 e.g. Vic, NSW, ACT, Qld
VET Roadmap
‘Skills Australia would encourage TAFE Directors Australia, in
consultation with the ‘owning’ states, to review the names of
institutions within the sector to see whether a more consistent
nomenclature across Australia would lead to a better
understanding of the role and purpose of public VET sector
institutions.’ (page 157).
TDA response:
The tertiary nomenclature issue is not only about
consistency within TAFE.
Broad Goals - TAFE
TDA aims to position TAFE to be:




valued by government and the community as the
provider of a significant proportion of publicly
funded VET
differentiated within the other 5,000+ RTOs as
having broad-based capability and actively
contributing to national participation targets
also seen as a credible Higher Education Provider in
its own right, enhancing diversity and access
able to operate with a brand encompassing all
aspects of its role in the emerging tertiary sector.
VET Roadmap
Recommendation 9:
That Australian Governments: … articulate the role of the
public provider in the next intergovernmental agreement for
the (VET) sector …
TDA Response:
Agree
Broad Goals - Tertiary
TDA aims to:
 promote alignment and parity of principles and
processes between TEQSA and ASQA
 extend the framework for Provider Category
Standards existing in HE to also cover VET
 maintain and strengthen TAFE’s commitment
to:
─focussing on industry relevance
─addressing skill needs and national productivity
─facilitating pathways from VET to HE
─demonstrating teaching excellence
Goals not on TDA’s Agenda
TDA is not:
 promoting differentiation between the public
and private sectors
 looking for special treatment
 seeking to encroach on the universities’ role in
research, but rather maintain its applied focus
HE Provider Categories



Provider Category Standards have existed in HE
since 2000 (National Protocols)
They have been progressively reviewed and are
under review again with TEQSA
Latest iteration proposes six categories:
─ Australian University
─ Australian University College
─ Australian University of Specialisation
─ Higher Education Provider
─ Overseas University
─ Overseas University of Specialisation

Note: 5 out of 6
categories
contain the
title ‘university’
5,000+ RTO’s in VET remain undifferentiated
Use of the Title ‘University’




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The title ‘university’ is more highly protected in
Australia than elsewhere in the world
No protection for any VET title – open slather
‘University’ and research inextricably linked – no
‘university’ title without research
TDA has argued the case for teaching only HEPs to
have access to the title ‘university college’
As a fall-back position, TDA argues a case for a
distinctive title for broad-based HEPs other than
simply ‘HEP’
Cases for Consideration
The Australian Global Institute has one qualification on
scope and operates in one state.
The Australian National Institute of Technology has two
qualifications on scope and operates in one state.
The Australian Academy of Technology & Management
Studies has two qualifications on scope and operates in
one state.
The Australian College of Commerce and Information
Technology has two qualifications on scope and operates
in one state.
VET Provider Categories
Provider Categories in VET will:
help to give structure to multiple RTOs
 Assist in clarifying nomenclature
 assist in developing a risk framework
 be required if a tertiary sector is to be realised
Opportunity exists to create VET Provider
Categories that can be integrated with HE
Provider Categories into one seamless tertiary
system.

HE Provider Categories – A
Potential Template for VET
TDA has:
analysed the configuration of Higher
Education Providers (HEPs) in four
quadrants
 identified gaps and unevenness in
provision as well as barriers to diversity
 identified a new organisational type
requiring new nomenclature

OVERVIEW OF
AUSTRALIAN
HIGHER
EDUCATION
PROVIDERS
UNIVERSITY
(up to AQF 10)
QUADRANT 1
UNIVERSITY/BROAD-BASED
33% of all HEPS
39 Universities (inc. 14 RTOs)
•37 public
•2 private
BROAD-BASED/
GENERAL
3 other approved uses of
‘university’
Open Universities Australia,
Carnegie Mellon University
University College London
NON-UNIVERSITY
(up to AQF 9)
QUADRANT 2
OTHER HEP/BROAD-BASED
12% of all HEPs
16 HEPs (inc 14 RTOs)
•8 TAFE institutes + TAFE NSW
•2+ large private providers
•4 attached to universities
e.g Monash College, Deakin Prime
•1 indigenous
0 designated Australian
‘university college’
QUADRANT 3
UNIVERSITY/SPECIALIST
0% of all HEPS
O designated ‘University of
Specialisation’
SPECIALIST
QUADRANT 4
OTHER HEP/SPECIALIST
55% of all HEPS
70 HEPs (inc 33 RTOs)
67 private
2 public (NIDA, AFTRS)
1 TAFE
Specialising in:
Theology/Faith-Based
Business/IT
Creative Industries
Health
Hospitality
Other
17
16
15
12
6
4
Issues




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95% of provision in Quadrant 1 - universities
5% of provision in ‘the rest’ - Quadrants 2 and 4
No Australian examples exist of ‘university
college’ or ’university of specialisation’
48% of all HEPs are also RTOs inc. 14 out of 39
universities
TAFE institutes account for most of broad-based
non-university HEP provision – scope for more
in a diverse tertiary sector
Issues (contd)

66 out of 70 Quadrant 4 HEPs are accounted
for by 5 specialisations:
- Theology / Faith-based (17)
- Business / IT (16)
- Creative Industries (15)
- Health (12)
- Hospitality (6)

No Quadrant 4 HEPs specialise in skill shortage
areas such as:
- Building & Construction
- Electrical/ Electronics
- Engineering
TAFE has strong
expertise in these
and other areas
Towards a New Provider Type
FEATURES
INDICATIVE STANDARDS
Broad-based,
General
The provider offers qualifications up to new
AQF level 9 – Masters Degree
(Coursework) in at least three broad fields
of study/industry areas.
Applied,
industry focus
The provider demonstrates strategies to
address industry relevance/currency, skills
shortages and regional workforce
development.
Employment
The provider’s Higher Education
and further
qualifications are underpinned by VET
study pathways qualifications to the relevant entry level of
employment in the same field.
Implications for VET Provider
Categories
Apply distinction between broad-based
and specialist
 Distinguish between levels of
qualifications offered
 Analyse characteristics of RTOs
 Identify groupings, gaps, unevenness, issues
 Develop categories that will make VET
navigable and transparent for users

Roles and Responsibilities


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TDA maintains that task of identifying VET
Provider Categories must occur in a tertiary
(not solely VET) context
Given its tertiary mandate, TDA has
recommended task be undertaken by Skills
Australia
Alternative body is National Skills Standards
Council, but not in isolation
e.g with HE Standards Panel and/or Skills
Australia
TOWARDS INTEGRATED TERTIARY CATEGORIES, STANDARDS AND NOMENCLATURE
A POSSIBLE MODEL
QUALIFICATION
LEVEL
RANGE
Certificate I-IV
Levels 1-4
Up to Certificate VI
(Adv. Dip) Level 6
Up to Masters
(Coursework) Level 9
Teaching Focus
Broad-based,
General at least 3 broad
fields of study/
industry sectors
Specialised –
1-2 broad
fields of study/
industry sectors
Up to Doctoral Degree
Level 10
Research Focus
⃰
FEW SCHOOLS
MOST TAFEs
FEW TAFEs
FEW PRIVATE
RTOs
UNIVERSITIES
MOST SCHOOLS
MANY PRIVATE
RTO’S
SOME PRIVATE
RTOs
FEW PRIVATE
RTOs
UNIVERSITIES OF
SPECIALISATION
⃰New Provider Type:
‘Polytechnic’?
‘Polytechnic University’?
‘University College’?
Advantages of Model


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Consistent and integrated with HE
Capacity to signal RTO characteristics to users local and international (as do HE categories)
Potential to incorporate useful sub-categories
Potential to give structure to risk framework
Potential to clarify nomenclature
Assists consistency between referring and nonreferring states
Issues

TEQSA/HE :
─lack confidence in VET quality – seen as major
risk
─want new VET Regulatory system in place and
working before transition to a tertiary system
occurs
AQSA must strengthen VET regulation
 National Skills Standards Council must
address AQTF
 Quality of teachers and trainers seen as
neglected – Australia now lagging behind
other countries.

OVERSEAS
EXAMPLE
VET Teachers Qualifications Pathway –
Implemented in Ethiopia in partnership with German Aid Donors (GIZ)
2 Years MSc
Program
A Level
Trainer
Trains Level 5
trainees
B Level
Trainer
Trains Level
3&4
trainees
C Level
Trainer
Trains Level
1&2
trainees
NTQF Level 5:
Technical Management
UEE
3 Years BSc.
Program
NTQF Level 4: Middle Management
NTQF Level 3: Technician
UEE
3 Years working
experience as
trainer
TVET Trainer
NTQF Level 1/2: Production
According to the VET Teachers
Qualifications Pathway there are three
levels of VET teachers, aligned to the
National Training Qualifications
Framework (NTQF). NTQF levels are
linked to the responsibility of workers in
the workplace.
Pedagogy and
Didactics training
Assessment
Similar three level structures apply in
South Africa and Namibia
TVET Level 3/4
TVET Teachers Pathway
Leesa Wheelahan’s work makes similar
points.
The AQTF: A Key Weakness
Requirements
Weaknesses
The AQTF states that training and
assessment must be conducted by trainers
and assessors who:
(a)
Have the necessary training and
assessment competencies as
determined by the National Quality
Council or its successors; and
The requirement is a Certificate Level IV in Training
and Assessment. This certificate can be taught by
trainers who themselves do not have the full
qualification. It is often taught by RTOs that do not
deliver any other qualifications at that level. The rigor
of the delivery has been widely questioned.
(b)
Have the relevant vocational
competencies at least to the level
being delivered or assessed; and
Note that it is not even necessary to have the full
qualification at the level being taught. This is highly
problematic at the higher qualification levels, such as
Advanced Diploma.
(c)
Can demonstrate current industry skills
directly relevant to the
training/assessment being undertaken;
There is no minimum time set for industry experience.
At one time, seven years industry experience was
mandatory for teaching in the sector.
(d)
Continue to develop their vocational
education and training (VET)
knowledge and skills as well as their
industry currency and trainer/assessor
competence.
With such a low base-line and no minimum set, this
requirement has little substance. It is also difficult to
demonstrate at the time of initial registration.
Qualifications of VET Teachers
Requires further work, but comprise three
elements:

Pedagogical

Technical/Vocational

Current Industry Experience
TOWARDS INTEGRATED TERTIARY CATEGORIES, STANDARDS AND NOMENCLATURE –
A POTENTIAL MODEL FOR A TEACHER QUALIFICATIONS FRAMEWORK
QUALIFICATION
LEVEL
RANGE
Certificate I-IV
Levels 1-4
Up to Certificate VI
(Adv. Dip) Level 6
Up to Masters
(Coursework) Level 9
Teaching Focus
Broad-based,
General at least 3 broad
fields of study/
industry sectors
Specialised –
1-2 broad
fields of study/
industry sectors
QUALIFICATION LEVEL/
INDUSTRY EXPERIENCE
REQUIRED FOR
TEACHING
FEW SCHOOLS
MOST TAFEs
MOST SCHOOLS
MANY PRIVATE
RTO’S
SOME PRIVATE
RTOs
Certificate IV TAE +
Qualification at least to
equivalent level taught +
At least 3 years
industry experience
Certificate IV TAE +
Qualification at least one
level above that taught +
At least 3 years industry
experience that can be
demonstrated to be current
Up to Doctoral Degree
Level 10
Research Focus
POLYTECHNIC?
POLYTECHNIC
UNIVERSITY?
UNIVERSITY
COLLEGE?
(FEW TAFEs)
FEW PRIVATE
RTOs
Diploma TAE +
Qualification at least one
level above that taught +
At least 3 years industry
experience that can be
demonstrated to be current
UNIVERSITIES
UNIVERSITIES OF
SPECIALISATION
Qualification at least one
level above that taught
and/or
Research excellence
Refining the New Provider Type
FEATURES
REFINED STANDARDS
Broad-based,
General
The provider offers qualifications up to new AQF
level 9 – Masters Degree (Coursework) in at least
three broad fields of study/industry areas.
Applied, industry
focus
The provider demonstrates strategies to address
industry relevance/currency, skills shortages and
regional workforce development.
Employment and
further study
pathways
The provider’s Higher Education qualifications are
underpinned by VET qualifications to the relevant
entry level of employment in the same field.
Teaching
excellence
The provider demonstrates teaching excellence in
accordance with the Teacher Qualifications
Framework
Nomenclature Options
‘University College’


strongly supported by COPHE, TDA and others
jettisoned by latest iteration of HE standards
‘Polytechnic University’



achieves goal of describing new provider type
connotes broad-based capability
possible long term option
Polytechnic


already used in two states
possible interim step to ‘Polytechnic University’
Others?
Alternative Nomenclature
Obvious Categories?
 TAFE institute
 Enterprise RTO
 Group Training Company
 ACE provider
 School
 University
 Other commercial provider
Could be useful sub-categories
Describe
owner, not
characteristics/
category
Advantages of a New Provider Type
– Some Examples





Refines the concept of Australian tertiary
education post Bradley
Responds to the reality of the emerging tertiary
sector
Creates and fosters greater institutional
diversity in tertiary education
Enables State/Territory jurisdictions to better
describe the emerging shape of their VET
provision
Provides a clearer framework for
State/Territory tertiary planning
Advantages of a New Provider Type
– Some Examples (2)



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
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Establishes a clear, broad-based alternative
provider for students to universities
Produces more job-ready graduates
Addresses skills shortages and enhances
national productivity
Promotes pathways and access
Ensures TAFEs maintain/strengthen their
vocational, industry-based, regional focus
Increases opportunities for CSPs to flow to
non-university HEPs
Advantages of a New Provider Type
– Some Examples (3)



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
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Represents alternative to creation of new dual
sector universities as a means to promote
qualification pathways
Facilitates integration with VET categories
Assists national consistency in tertiary
marketing
Promotes clarity in the international market
Could be used for visa classifications
Leaves research to universities i.e. will not
impact research funding
Tertiary Categories: Applications
TGA/NTIS
 MySkills / MyUniversity website
 VET Fee-Help
 Visa classifications
 Risk categories
 Branding

Next Steps
TDA proposes:
 Analysis of 5,000+ RTOs in VET, using
comprehensive data
 Broad-based consultative process to
identify categories and nomenclature
 Ultimately, legislative status for VET
Provider Categories, paralleling HE
arrangements and integrated with HE
THANK YOU