Transcript Add Proposal Title Here (Initial Caps, Arial, 28pt)

Australian
Vocational Education and Training International
Engagement
Mark Fitt
Australian Education International (AEI)
VET Sector Executive Officer
1
VET International Marketing Brief –
Breakfast Consultation
9 April 2008
2
Project Overview
• To develop a package of materials that outlines Australian VET
sectors strengths to a range of international audiences
• Material must support full range of markets and activities/ product
areas
• Materials should support the Study in Australia brand
• Take stock of existing materials and best practice, investigate global
competitors
3
Outputs and audience
Project Outputs
Target Audience
Capability Statement
Corporate
Webpage content
Student, corporate
Power point presentation
Corporate
Brochure/fact sheets
Student, corporate
Script for DVD
Student/corporate
Distribution folder
All
Media Messages/Kit
Student/corporate
4
Project Status to date
• Formation of National Reference Group
• Audit of current materials messages and marketing tools
• National Consultations Jan- March 2008
• Online forum
• Country benchmarking
• Survey (216 participants)
5
Stakeholders have some clear views on
communicating VET
Stakeholders perceive:
• ‘Job readiness’ and ‘a recognised pathway to Higher Education in
Australia’ are core benefits of a VET qualification
• ‘Australian government accreditation’ in the form of formalised
quality control processes delivers credibility.
“Not just a local qualification, but nationally recognised and government backed.”
• The term ‘Vocational Education and Training’ to be poorly
understood by international clients.
- 54% of stakeholders rated their clients understanding as “no
understanding” or “poor understanding”.
• the opportunity to gain permanent residency in Australia is a major
factor for international students
- 58% of stakeholders claimed it was ‘quite important’ or ‘very important’ to
their clients
6
Industry relevance and mention of the AQF and
AQTF are required to describe the VET system
Training packages, a nationalised governance system and diversity of training providers were considered least
important in describing Australia’s VET system.
7 Least important
Role of industry in course design
7
Australian qualifications framework
6
9
Australian quality training framework
5
13
National systems of governance (national quality
council)
16
29
National training systems
7
Diversity of training providers
0
14
20
40
15
22
13
10
13
12
60
9
12
11
11
14
13
18
18
23
20
16
13
8
22
15
24
18
15
17
1 Most important
2
17
19
12
15
3
14
18
13
24
Training packages
15
13
11
4
5
6
11
14
80
10
8
100
% of Respondents
Q: The following topics are commonly used when describing Australia’s VET system. Please rank the below topics in order of importance.
n= 215
7
Global Opportunity, Pathways to Work and Study, and
Government Endorsement are key provider messages
Key messages currently used by respondents to promote VET
Preparation for the future
“Good for future career and pathway to higher education.”
“Our qualifications are a pathway to acquiring further
educational and employment opportunities.”
“Your future start here!”
“Optimal investment in the future.”
Worldwide opportunities
“Global opportunity with Australian qualification.”
“Study in Australia – work at any place in the world.”
“Creating a World of Opportunities.”
Hands on training
Government endorsed
“Pathways to higher education, graduates are job-ready.”
“Practical training that provides you the skills to find work in
your chosen industry.”
“About the real world of work, hands on, skills based.”
“Australian government accreditation.”
“The course is government accredited and recognised.”
“Government Accredited courses.”
“Government endorsed and industry relevant.”
High Quality
“High Quality of Training.”
“VET guarantees a high quality education and provides
you with a ‘unique selling point’ in your CV.”
“Excellent quality of the programs offered.”
“Live Learn and Experience 20 years of Quality
Education.”
Affordable education
“Value for money.”
“Affordability.”
“Cheaper than the degree.”
“The cheap and best way to obtain Universities Degrees.”
Q: Please describe they key messages that you currently use to promote your institution and your VET products and services.
n= 215
8
International and domestic agents are an essential
communication channel
Nearly one-third of respondents rely on agents as a means of promoting offshore. Self-produced material (hard
copy material and own organisational websites) are also critical.
Advertising in-country press, radio or tv
4%
Don’t know/don’t use any Visiting partners
Other
4%
overseas
10%
4%
Use of international and
domestic agents
31%
Agent training programs
4%
Hard copy material
9%
Online applications and
direct marketing
2%
Website advertising
Use of own
8%
organisational website
11%
Partnerships with other
Australian education
providers in a foreign
country
Country visits by
4%
Others Included (n=23)
marketing staff doing
11
information sessions
Word- of-mouth
people
9%
Don’t know/
1
don’t use any
person
% of Respondents
Q: Looking at the following list, please select your primary promotional tool.
n= 212
Others
11
people
9
International Competitor Analysis
• New Zealand, Singapore, UK, Canada and Germany
• Global demand for VET is increasing … and so is supply
• Significant changes to student destinations and mobility patterns
• Competitors becoming increasingly savvy in promotion of national education
systems - many now with VET specific strategies
- Increased national strategies / policies across many countries to target the
international student market
- Increased budget and spending on marketing and promotions
- Diverse and targeted marketing and promotion strategies adopted
- Coordinated industry/government responses to capture the opportunities
- Increased ‘in-market’ activities via on the ground staff
- Increased use the web - targeted local web site developed
• Full ‘internationalisation’ strategies being adopted (not just sales strategies
10
Continuum of Marketing Approach Adopted
VET sector promotion (students and corporate )
Ad hoc
Strategic / Highly organised
Promotion and marketing is just one considerationother key success factor in international markets is coordination
and ability/mechanisms to respond
11
Competitor Positioning and Unique Selling Proposition
High
UK
• The perceptual map shows how Australia
is perceived compared to competitors on
quality and lifestyle factors
Quality
Australia
Germany
Canada
NZ
Singapore
Low
Competitors Key Messages
Australia
Germany
 Industry led
 Quality assured
 Nationally consistent
 Leads to
employment
 Portable and flexible
(pathways)
 Industry led
 Quality training
 Employment
outcomes
 Lifestyle
 Portable and flexible
 Diverse choice
 Easy access to
programs and
providers
UK
 Career based
 All round diversity
 Small classes
 Industry ready
graduates
 Courses designed
around students
 International
recognition
 Lifestyle options
Singapore
 Provides pathways
to further education
 Develops technical
skills
 Flexible programs
 Practice oriented
 Well accepted by
employers
 Practical skills are
provided
Lifestyle
Canada
 Courses meet the
training needs of
industry
 Courses are
dynamic and
consistently changing
to meet needs
 Employer-centred
curriculum
 Comprehensive
learning institutions
High
New Zealand
 Industry and
employer recognised
 Federally regulated
 International focus
 Employment highly
assured following
graduation
 High education
standards
 Diverse courses
 Great lifestyle
12
Proposed Positioning Statements
Students
Australian Vocational Education and Training –
Your pathway to a global career
Corporate
Australian Vocational Education and Training –
Your partner in global skilling (solutions)
13
Where to from here
Date
Activity
April 2008
Industry feedback and comments on research
findings and key positioning statements
April-May 2008
“Road testing” of materials on upcoming
missions and programs
Mid May 2008
Final project report to AEI/DEEWR mid May
2008
June 2008
Sector access to materials for use in
international promotion and awareness raising
14
Facilitated Discussion
15