Transcript Technical and Further Education in Australia supporting

Technical and Further Education in Australia
supporting economic growth through skills and knowledge acquisition
Ian Drayton
Chief Executive
The Canberra Institute of Technology
CIT - a Snapshot!
Canberra Institute of Technology
Actual
2011
Total Enrolments
23,919
Total EFTSL*
12,994
Total International Clients
1,284
Full Time to Part Time Mix
15%
Students < 25 years proportion
43%
Students > 25 years proportion
57%
Graduate satisfaction rate
90%
No of Staff
Annual budget
1,000
$115,000,000
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POST BRADLEY AUSTRALIAN TERTIARY SECTOR
Higher Education
(HE)
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Pathways
Vocational
Education and
Training
(VET)
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Title
Pre. Entry
Various
1
Cert 1
2
Cert 2
3
Cert 3
4
Cert 4
5
Diploma
6
Adv. Diploma
Assoc. Degree
7
Bachelor Degree
8
Graduate Cert, Hons. Degree,
Grad Diploma
9
Masters
10
Doctorate
HE
Qualifications
AQF LEVEL
VET
Qualifications
CIT Offered
Qualifications
Australian Qualifications Framework (AQF)
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Twenty three years
of Australian VET
Reform
Putting Industry in a central Role
Has resulted in:
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Training Package Process
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Australian Industry & Training
Industry
&
Training
Industry Skills Councils (ISC)
 11 ISC’s covering Australian Industry Sectors
 Largely funded by Commonwealth Government
 Funding source for enterprise and Industry based projects
 Provide endorsement of the training package
 Provide consistency to training delivery increasing industry
confidence
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Public Funding, Regulation & Quality
Regulation & Quality
Higher Education:
(TEQSA) Largely Commonwealth funding
Vocational Education:
(ASQA) Largely State and Territory based funding
Contestable Funding
Increasingly the funding model is one which is contestable in that
either the student has course and institution choices or the
governments employ an open market approach to its suppliers.
Commercial Revenue
Many sources in both sectors (for CIT 25%)
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A Connected Tertiary System
Council of Australian Government (COAG) comprising the
Australian Government and the governments of the states
and territories (8)
• Improved Social Inclusion Targets (indigenous)
• Increased National Participation Rate
• Increase 20-64yo with Cert III qualification
Dynamic and also Political Environment
Recently, the Australian and State and Territory Governments have
agreed to further sweeping changes.
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The Good
 National consistency and National portability
 Industry relevant curriculum
 Embedding of qualifications system in the discourse
 Growth of innovation, flexibility and responsiveness in the
sector
 Greater valuing of Technical and Further Education
 Dynamic Institutions with international activities
 Diverse supply of products and services
 Demand Driven System
 Contribution to Economic growth
 Higher Skilled workforce
 National Standards of practice, national standards of training
 Development of Pathways
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The (slightly)Bad
o Marketization of sector allow easy entry of low quality providers
o Training package regime can be slow to change and restrictive
o Narrow view of skills (the traditional training versus education
debate)
o Curriculum model differences posing articulation pathway problems
o Regulation and funding differences between the states and
territories and the sectors
o Demand Driven System
o Difficulty of Labour market forecasting
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The (not) Ugly (at all!)
Reform has changed the Australian technical and further education environment
fundamentally and for the better, there have been challenges and stumbles over the
past 20 years but the economic and social life of Australia has benefited greatly.
Current Challenges:
 Time now ripe for he next stage of a never ending evolution
 Live debate in Australia now
• Re future policy
• Public good of Technical and Further Education
• Changing demands of Industry and Business
 New occupations
 New climatic conditions
 Internationalisation
 Pedagogical Innovation
Key is the partnership, through robust structures, between Industry and the
education and training sector.
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