A TAFE Development Centre Workshop: Digging into VET Policy An exploration of VET policy directions at state and federal levels:The policy context for VET leaders Pam CavenDirector Policy & Stakeholder Engagement, TAFE Directors Australia 24 February 2011

TDA has 59 TAFE provider members that deliver approximately 85% of accredited training in more than 1300 locations across all states and territories.

TDA :

• develops positions

• conducts projects

• organizes a major annual Conference and other seminars

• advocates for members’ interests with politicians and senior government officials

1. the Federal Government’s participation and productivity targets

2. competition and contestability (market-driven TAFE)

3. the emerging tertiary landscape

4. the National VET Regulator & TEQSA

5. the quality of VET teaching and learning

6. social inclusion

7. better TAFE infrastructure

8. Sustainability/Green Skills

9. rural and regional participation in education and training

10. youth unemployment rates

11. and the international student market

Current Government policies

1. The Federal Government’s participation and productivity targets

2. Competition and contestability

3. The emerging tertiary landscape

4. The National VET Regulator & TEQSA

5. The quality of VET teaching and learning

 

Today’s workshop

1. Halve the proportion of Australians aged 20-64 years without a Cert III qualification

2. Double the number of high level qualification completions (Diplomas and Advanced Diplomas)

3. Raise the proportion of young people achieving Year 12 or equivalent qualification to 90% by 2015

4. Halve the gap for indigenous students in Year 12 or equivalent attainment by 2010.

COAG targets

1. for attainment:

– 40 per cent of all 25 to 34 year olds to hold a qualification at Bachelor level or above by 2025

– 20 per cent of higher education enrolments at undergraduate level to be students from a low SES background by 2020.

2. a demand driven funding system for undergraduate student places from 2012

3. new quality arrangements

4. income support reform

5. increased funding to support participation by low SES students.

Bradley Review targets key targets

Competition and contestability (Market-driven TAFE)

The challenge of competitive funding for TAFE institutes – to bring about change in

• the business processes of TAFE institutes

• quality data collection and compliant reporting arrangements (numbers linked to cash flow)

• financial systems (including for VET FEE HELP)

• targeted and innovative marketing

• cultural change for institute staff.

Victoria – case study

What strategies have your TAFE institutes/RTOs initiated to respond to the new competitive funding environment?

Discussion points:

The emerging tertiary landscape

• Equal value given to both VET and higher education

• Recognition that while institutions may have a primary mission in one sector, they should be able to offer qualifications in the other sector as under current arrangements

• Shared & coordinated information base

• Integrated response to enterprises

• An efficient regulatory and accountability framework

• Clearer and stronger pathways.

The Bradley Review

• The definition of tertiary qualifications as ‘those at diploma level and above

• The creation of a set of more unified tertiary education protocols incorporating new nomenclature for a wider range of organisational types

• Progressive movement towards a single tertiary regulator.

Blueprint for Australia’s tertiary education sector

• Eleven TAFEs are now registered to offer higher education

• the whole SA and NSW TAFE systems are now a registered to offer higher education qualifications

• TAFE offers higher education in every state except Tasmania and in the Northern Territory where it is part of the dual-sector university.

Blueprint for Australia’s tertiary education sector

What are the implications for your TAFE

institute/RTO?

Discussion points

The National VET Regulator & TEQSA

COAG agreed to the establishment of National VET Regulator in December 2009

The National VET Regulator will be:

• a Commonwealth statutory authority, operational from 2011

•Its primary functions will be:

– Registration of providers

– Audit of registered training organizations

– Accreditation of courses

•with responsibility for all RTOs operating in all states, except Victoria and Western Australia

The National VET Regulator

• TEQSA will be a Commonwealth statutory authority led by a CEO responsible for both setting & regulating standards

• The Higher Education Protocols – the basis of new Provider Standards.

Tertiary Education Quality and Standards Authority (TEQSA)

How are you preparing yourselves to operate within this new regulatory environment?

Discussion points for VET leaders

• The Quality Skills Incentive

• Productivity Commission Report, Vocational Education and Training Workforce

• The Quality of teaching in VET

The quality of VET teaching and learning

What do you think makes quality VET provision and how do you achieve and maintain this? 

Discussion points for VET leaders

Thank youpcaven@tda.edu.au