Transcript Australia’s Vocational Education & Training System and its Links with Secondary Education

Australia’s Vocational
Education & Training
System and its Links with
Secondary Education
Growth Strategies for Secondary Education in Asia
Kuala Lumpur 19 September 2005
Dr Wendy Jarvie
Deputy Secretary,
Department of Education, Science and Training
Australia
THIS PRESENTATION
• Why has Australia developed a
strong vocational education and
training (VET) system?
• How does the VET system work?
• Who are its students and whom
does it serve?
• The links between secondary
education and vocational
training
Why has Australia
developed such a strong
Vocational Education &
Training (VET)
system?
There are a range of reasons …
• Reduce youth unemployment
• Provide high skilled labour for a
developed economy
• University qualifications do not
meet the needs of all industries
• Re-training and up-skilling
• Re-entry to the labour market
Having a post-school qualification
makes a significant difference
Labour force participation by age and highest educational attainment
100
90
Per cent labour force participation
80
70
60
50
40
Degree
30
Skilled
20
No-post-school
10
0
15-19
20-24
25-29
30-34
35-39
40-44
45-49
50-54
Age group
55-59
60-64
65-69
70-74
75-79
80-84
85+
More jobs may need VET skills
than university qualifications
Current profile
of population
Potential
pathway for jobs
% of 15-64
population
% of employment
University
16.4
21.7
VET
30.0
62.8
No tertiary
53.6
15.5
Qualification
The vocational
education and training
system
Australia is a federation . .
of 6 States and 2 Territories:
• States and Territories are responsible for
education and training
The Australian Government has
national leadership on VET policy
It also provides:
• One third funding for the public
sector
• Funding for specific programs
- in particular apprenticeships
States and Territories “own” most of
the VET system
• provide around two-thirds of the funding
• are responsible for regulating the sector
• administer their own training systems
• are the ‘owners’ of public Technical and
Further Education (TAFE) institutes
VET has strong links with the
other education sectors
Schools
• compulsory
general
education to age
15 or 16 (around
Year 10)
and
• 2 extra years of
voluntary senior
secondary
studies (may be
both general and
vocational).
Vocational
Education
& Training
Higher
Education
• voluntary
• voluntary
• work related
education at the
entry-level,
technician and
para-professional
levels
• education in the
general disciplines or
as preparation for a
professional career
• apprentices and
trainees
• delivery mainly
through institutes
of Technical and
Further Education
• delivery mainly by
Universities, which
combine teaching
and research
A national recognition
framework links qualifications
between the sectors
Universities
By sector of
accreditation
Vocational & Technical
Education & Training
Doctoral Degree
Master’s Degree
Vocational Graduate
Diploma
Vocational Graduate
Certificate
Advanced Diploma
Schools
Senior Secondary
Certificates
of Education
Graduate Diploma
Graduate Certificate
Bachelor’s Degree
Associate Degree
Diploma
Advanced diploma
Certificate IV
Certificate III
Certificate II
Certificate I
Diploma
VET is the largest post-school
sector
VOCATIONAL
EDUCATION
AND TRAINING
1,595,200 students
in 2004
SCHOOLS
3,331,964 students
HIGHER
EDUCATION
in 2004
944,977 students
in 2004
VET is an important pathway
between education and
employment in Australia
Vocational
Education &
Training
Secondary
Education
Employment
University
Education
Australia’s
VET system has a number of key
features
• A national system
• Industry led
• Pathways available
• Flexible and modular
• Competency, not time, based
• Focus on apprenticeships
• All ages benefit
The national VET system:
national qualifications & quality
plus competition
National Training System
Governance and
Accountability
Framework
National Skills
Framework
Training
Products and
Materials
Australian
Qualifications
Framework
Quality Assurance:
Australian Quality
Training Framework
National consistency in quality and
training products
• National quality assurance and
recognition arrangements
– Australian Quality Training Framework
• National training products
– Training Packages
– accredited courses
Industry plays a key role
NATIONAL GOVERNANCE
AND ACCOUNTABILITY
FRAMEWORK
Advice to
Ministerial
Council
Input to planning
& policy
development
Input to national
research and
analysis priorities
INDUSTRY LEADERSHIP
AND ENGAGEMENT
National Industry
Skills Council
Industry Skills
Councils
Action Groups
NATIONAL SKILLS
FRAMEWORK
Determine basis for
training standards
– competencies
Input to Training
Packages
& qualifications
Input to recognition,
accreditation &
regulation
Training is Competency Based
• Time based training
≠
competency level attained
• Training Packages
– 75 Training Packages nationally
– cover 80% of the workforce
– outcomes determined by industry
Training Packages are the
foundation of the system
Endorsed
National
Competency
Standards
Assessment
Guidelines
National
Qualifications
Training Package Support Materials
Learning
Strategy
Assessment
Materials
Professional
Development
Materials
Australia’s VET system
performs well
Selected VET Sector Efficiency Measures
150
% Change
100
50
0
-50
2000
2001
-100
2002
2003
Year
Government funding
Unit cost per competency
Competencies achieved
VET Students
Students choose VET for a
variety of reasons
Self developers
23%
4%
5%
Employment
seekers
37%
17%
14%
New Apprentices
labour market entrants
job seekers
11%
self-employed
career changers
9%
28%
skill improvers
personal developers
7%
5%
basics
bridgers
Career improvers
40%
A good spread of ages
participates
VET Engagement by Age Group 2003
Percentage of total
25.0
20.0
15.0
10.0
5.0
0.0
<15
15-19 20-24 25-29 30-39 40-49 59-59 60-64
65+
Students learn and train in
many locations
•
TAFE and other Government providers
•
Commercial training providers
•
Adult and community education
organisations
•
Enterprises
•
Secondary schools
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Proportion of total (%)
… across a range of industries
15
10
5
0
Industry of student's major course
VET participants are diverse
1.6 million students undertook
training:
- Male – 834,500 (52%)
- Female – 760,700 (48%)
• 50% undertook short, focussed
programs
• 89.4% undertook part-time
training
• 382,400 were New Apprentices
• 211,828 students undertook VET
in Schools
Links
between secondary schools
and vocational
and technical training
Many reasons for offering VET
in secondary schools . .
• Make school more attractive for the 70% of
students who will not go on immediately to
university.
– strong commitment to general education in
schools
– balance this with more employment-related
curriculum
• Support disengaged young people and those at
risk of leaving early
• need for alternative pathways between school
and employment
• meet specific industry needs in key locations
Nearly 60% of school leavers
go into training or employment
Post-school destinations of 15-19 Year old school leavers - May 2004
45%
40%
39%
36%
32%
35%
30%
25%
27%
30%
28%
27%
30%
25%
20%
15%
15%
9%
10%
2%
5%
0%
Year 12 completers
University
TAFE & other
Early leavers
Employed
Source: ABS Survey of Education and Work (Cat. No. 6227.0) - 2004
All school leavers
Not employed (unemployed or NILF)
Three ways to study VET
subjects in secondary
school
• VET in Schools
• School-based New
Apprenticeships
• Australian Technical Colleges
What is VET in Schools?
• programs undertaken by school
students as part of the senior
secondary certificate
• provide credit towards a
nationally recognised VET
qualification
• training that reflects specific
industry competency standards
• delivered by a Registered Training
Organisation
There is significant
involvement
• 49 per cent of school students
• Across 95 per cent of schools
250,000
202,935
211,885
185,520
200,000
No. students
169,809
153,616
139,407
150,000
116,991
94,066
100,000
60,000
50,000
0
1996
1997
1998
1999
2000
2001
2002
2003
2004
All school types are
involved
Proportion of Australian VET in Schools Students
by School Sector 2004
140000
65.4%
120000
100000
80000
60000
40000
15.7%
8.4%
9.5%
20000
0.9%
0
Adult
Education
Technical
and Further
Education
Colleges
Independent
Schools
Catholic
Schools
Government
Schools
Students encounter a range of
industry training
60000
50000
40000
30000
20000
10000
0
To
C
E
S
T
O
B
G
A
P
B
uri usin omp ene rts, rima ngin uild ales extil ther
sm es ut ra en
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a es
r
an s a ing l ed tert y ind ering g an nd p , clo
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uc ai n us
d h nd
ati m try and con erso thing
os cle
on en
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pit ric
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n
School-Based New
Apprenticeships incorporate
employment
• Based on a formal arrangement
with an employer
• Opportunity to gain a recognised
VET qualification in conjunction with
completing a senior secondary
certificate.
• Participating as a fulltime student and a
part-time employee.
New technical secondary schools
aim to meet particular industry and
region needs
Darwin
Townsville
Pilbara
Gladstone
North Brisbane
Gold Coast
Lismore/Ballina
Whyalla/Port
Augusta
Port Macquarie
Dubbo
Gosford
Hunter
Western
Adelaide
Sydney
Bendigo Sunshine Queanbeyan
Eastern Melbourne
Bairnsdale/Sale
Warrnambool
Geelong
Illawarra
Perth
Northern
Tasmania
School/VET links are central to
the new National Training
System
Principles
• Industry and business needs must drive
training policies, priorities and delivery
• Better quality training and outcomes for
clients must be assured
• Processes should be simplified and
streamlined
• Young people must have opportunities to
gain a range of skills that provide a
foundation for their working lives
• Training opportunities need to be expanded
in areas of current and expected skill
shortage