Transcript The Australian Green Skills Agreement

MEGT Board discussion
19 March 2013
‘YEAR OF LIVING DANGEROUSLY’
KEY AGENDAS PARTNERSHIPS AND PRODUCTIVITY
Martin Riordan
CEO
TAFE Directors Australia
Policy context
• COAG targets for workforce productivity
• Higher education attainment
• Increased workforce participation
• Changing industry skill needs
• Innovation and technology (NBN)
• Skill shortages
• Australian Workforce Development Funds
• Reforms to VET in each state and territory
• The shift to an entitlement model and training market
• Different governance and funding arrangements in each state and territory
• NSW, Queensland & Victoria each seeking recognition under NPA, for share of
$1.75B reward payments
• Victorian back down with additional $200M latest signal of change
• Queensland proposal to push ahead with governance / TAFE reform
• NSW Treasury reference of Entitlement pricing to iPART NSW
Policy context (cont.)
• An interconnected tertiary environment
• Most TAFE Institutes are now Higher Education Providers or in some form of
partnership/alliance with a university
• Limited Commonwealth funding to support students studying HE in VET
available (currently only available to Holmesglen and NMIT)
• The international education market
• Australia in the Asian Century
• Student visas
• Green Skills
• Importance of VET in developing green skills for the future
• Quality provision
• A changing regulatory and registration context
(ASQA regulating VET, TEQSA regulating Higher Education)
• Current review of quality standards for VET and HE providers.
• Referral of powers by some States to the Commonwealth resulting in varying
regulatory arrangements across jurisdictions.
Policy context (cont.)
• Apprenticeships in crisis
Dwindling consistency in completions in key trades
MBA / HIA epressing serious shortages into the future
Industrial impasse (unions and employer groups)
• TDA interest in Budget 2013 proposal with Group Training (MEGT)
Is there merit to approach Government with a new product offer, EG Trade Diploma,
with apprenticeship ‘nested’ within course -- and start of course, and late application of
institutional format funded on etension of FEE HELP – literacy, numeracy and ICT skill
sets
•
AWPA Report ‘National Workforce Development Strategy’ offered no
recommendations, despite citing apprenticships as confusing and dupplication
Policy context (cont.)
• An interconnected tertiary environment
• Most TAFE Institutes are now Higher Education Providers or in some form of
partnership/alliance with a university
• Limited Commonwealth funding to support students studying HE in VET
available (currently only available to Holmesglen and NMIT)
• The international education market
• Australia in the Asian Century
• Student visas
• Green Skills
• Importance of VET in developing green skills for the future
• Quality provision
• A changing regulatory and registration context
(ASQA regulating VET, TEQSA regulating Higher Education)
• Current review of quality standards for VET and HE providers.
• Referral of powers by some States to the Commonwealth resulting in varying
regulatory arrangements across jurisdictions.
TDA’s response on behalf of members
1. New Strategic Plan
1. Advocacy – ssupporting a strong, sustainable, high quality public provider
(TAFE) sector in a competitive training market
2. Leadership in policy development
3. New services for members to meet changing needs
2. Suite of position papers
• Innovative partnerships with industry
• Skill shortages – apprenticeships & traineeships
• TAFE in the interconnected tertiary sector
• The role of the public technical and further education provider
• Quality standards for VET provision
• International
• Green Skills
3. National and international networks
• Green Skills
• Higher Education providers
• TVET
• Regional Australia Public Providers
1. Strategic Plan 2013-15
‘TDA will lead with innovative advocacy within new VET environment’
 Survey of members, consumers and industry
• Detailing perceptions on TAFE ahead of launch of new Strategic Plan
• Victoria and Queensland surveys
• Survey of 61 TAFE CEOs, senior executives
• Mentor the “game plan” change for TAFE Institute members
• New governance in all states / territories
• Funding issues under NPA Agreement, within unstable Federal climate
• Tight funding environment, learning curve for executives
• Industry perspective – positioning under workplace training
- Local approaches to enhance TAFE industry partnerships, SMEs
- Bilateral work between TDA with state-based business networks
1. Strategic Plan – Paradigm change
2008-09
2013-14
GOVERNANCE
GOVERNANCE
Victoria & ACT individual governance
All TAFEs will move to statutory
authorities
BRANDING
BRANDING
Victoria individual approach to
governance
All TAFEs migrating to individual
branding, with TAFE theme remaining in
several states
PARTNERSHIPS
PARTNERSHIPS
Limited number of Victorian TAFEs
Widespread approach – Targets industry
funded, university articulation
TERTIARY
TERTIARY
5 Victorian
23 TAFEs now registered HEP providers
INTERNATIONAL
INTERNATIONAL
Victoria and some Western Australia
25 TAFEs -- 40,000 international
students onshore, 45,000 offshore (in
China alone)
3. Industry perspective
Two surveys:
1. Victoria (2010, 2011)
2. Queensland (2012):
• general perceptions and opinions
about TAFE including employers
and industry
• how well the community
understands the proposed reforms
to vocational education and training
(VET)
• how TAFE compares with other
providers (in particular private
colleges)
• general satisfaction with current
levels of service provision
• Consumers & industry
(sample 1000 surveyed)
Employment
Employment status
Employed full time
37%
Employed part time
Casual employment
11%
6%
Home duties
Not in employment
Full time student
13%
7%
4%
Retired
Other
17%
5%
Occupation
Occupation
CEO, Director or Business owner
Manager/Administrator
Professional
Associate professional
Tradesperson or related worker
Apprentice or trainee
Advanced clerical or service worker
Intermediate clerical, sales or…
Intermediate production or…
Elementary clerical, sales or…
Labourer or related worker
Other (Please specify)
11%
17%
19%
6%
8%
1%
7%
9%
1%
5%
9%
8%
10
Key Findings
General community perceptions
• Almost 80% of Queenslanders, including employers, regard TAFE as an
•
•
•
•
•
extremely important community asset; one worth preserving regardless of cost
83 % agree that TAFE plays an essential role in developing a highly skilled and
productive workforce in Queensland
78% agree that TAFE provides a quality standard of education
Over 80% agree that TAFE courses of high quality courses and are reliable and
trustworthy
74% agree that TAFE is important for disadvantaged groups within the
community to obtain the skills they need
84% agree that TAFE is critical for regional areas
11
Perceptions of Employers and Managers
• Employers generally agree with the general community
• The majority of employers or managers were in small businesses employing
1 - 10 employees
• In questions for employers or managers only, we found:
• 63% agree that TAFE has the capability to address the skill needs of their businesses
• Over 70% agree that TAFE works closely with local industry
• Over 60% would recommend a TAFE qualification to others in industry
• Over 60% regard TAFE courses as innovative
Over 100 employees
51 - 100 employees
11 - 50 employees
1 - 10 employees
None
0%
10%
20%
30%
40%
50%
12
Perceptions of employers seeking employees
• Employers strongly believe it doesn’t matter where a person is
trained, it is their skills that matter
• However, they regard TAFE graduates as having the skills and
knowledge to do the job compared with graduates from private
colleges (Av=3.83 cf 3.23 / 5)
• When asked to rank (1 – 4) the qualification employers seek when
looking for new employees:
• the highest ranking went to TAFE graduates
• followed by “It does not matter where the prospective employee's qualification has
come from”
• the lowest ranking was awarded to qualifications from an unfamiliar private college.
2. TDA Position Papers
• Innovative industry partnerships
• Paper produced by Dr John Mitchell ‘Reinventing service delivery’ consisting of six
case studies of exemplars of innovative partnerships between TAFE and industry
• Launch of the publication was held in late Feb 2013
• Publication will be launched in QLD, VIC and WA in coming months
• Skill shortages – Apprenticeships & Traineeships
• Record evidence of emerging issues/shortages
• Record duplication and confusion
• Lack of alignment with Employment Services & RTOs
• Solutions ...
• TAFE in the interconnected tertiary sector
• Paper produced by Virginia Simmons outlining the role and value of TAFE in tertiary
education
• Accompanying document containing 6 cases studies of students who have
completed or are undertaking a degree in TAFE who may not have had the
opportunity otherwise.
• Both to be published in May, 2013
2. TDA Position Papers (cont.)
• The role of TAFE in skills development
• Paper forthcoming in response to reforms in each state and territory and the
recent release of ‘Future Focus, 3012 National Workforce Development
Strategy’ produced by the Australian Workforce and Productivity Agency.
• Quality provision in VET
• Paper forthcoming in response to the NSSC’s discussion paper on new quality
standards for VET released last week, ‘Improving vocational education and
training – the case for a new system’.
• International TVET
• Paper forthcoming. . Streamlined visas for international VET students?
2. TDA Position Papers (cont.)
• The role of TAFE in developing green skills
• Case studies of embedding sustainability in training
programs -- Illawarra TAFE, Swinburne TAFE, Sydney
Institute of TAFE and TAFE NSW North Coast Institute of
TAFE
• A survey of 61 TAFEs (December 2011 - 30% response
rate) indicating:
• Culture – 83% of Institutes had a current
sustainability plan with targets for environmental
indicators, teaching and learning and infrastructure.
• Curriculum - 81% Institutes cited active programs in
sustainability. 30% of courses registered included
sustainability competencies. PD in sustainability varied
with some only delivering basic courses
• Community – a modest response with several
Institutes, mostly regionally-based, having strong
community, regional and industry partnerships in
sustainability
http://ecommunities.tafensw.edu.au/pl
uginfile.php/918/mod_page/content/3
9/CoreCompetencyFeature.png
TAFE and Sustainable Campuses
Survey - National uptake of Green Skills (1)
150,000
120,000
90,000
State training NSW https://www.training.nsw.gov.au/tra
ining_providers/greenskills/general_r
esources.html
60,000
30,000
0
2008
2009
2010
Green Skills/ energy efficiency training enrolments (Aust 2008 – 2010)
Source NCVER Students and courses database)
Con’t - National uptake of Green Skills (2)
60,000
50,000
40,000
30,000
20,000
10,000
2008
2009
2010
0
Green skills/energy efficiency enrolments by industry, Australia 2008
– 2010 (Source: NCVER, Student and courses database)
Contacts
Martin Riordan – CEO
TAFE Directors Australia
Email: [email protected]
Telephone: + 61 2 9217 3180
Facsimile: + 61 2 9281 7335|
THANK YOU