A Model for Engaging and Evaluating Innovative Cross- Sectoral Education Reform – Case Studies...
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A Model for Engaging and Evaluating Innovative Cross- Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, 18 2009 Turin, Italy Managing the Transition from General Schooling to Vocational Careers Wayne Delaforce & Judi Buckley
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Transcript of A Model for Engaging and Evaluating Innovative Cross- Sectoral Education Reform – Case Studies...
A Model for Engaging and Evaluating Innovative Cross-
Sectoral Education Reform – Case Studies from Queensland Australia.
Friday, September, 18 2009 Turin, Italy
Managing the Transition from General Schooling to Vocational Careers
Wayne Delaforce & Judi Buckley
South East Queensland urban
development footprint 1981
Approx 1.1Million
Urban footprint 2001
Approx. 2.3 Million
Second only to Phoenix Arizona in global percentage
growth KPMG 2006
Reality or exaggeration?
2026 and beyond
3.4m, 3.6m, 3.83m
Approx 4 Million
Population growth in Queensland?
We grow a new net Queenslander every5 minutes 36 seconds
4 14 53 48
Population growth in Queensland?
We grow a new net Queenslander every5 minutes 36 seconds
4 14 53 48
4,425,511 @ 10.45 am Last Friday
Basil Bernstein’s idea of classification
Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London: Taylor and Francis
Boyer: applied institutions
Scholarship ofResearch
Scholarship ofTeaching
Scholarship ofApplication
Scholarship ofIntegration
“Overlapping [academic]
neighbourhoods”
Education sector engagement the Scholarships of Application and Integration embedded with Research and Teaching
an Adaptation of Boyer’s functions of scholarship (1990)
Scholarship of Research Scholarship of Teaching
Scholarship of Application
Scholarship of Integration
cross-sectoral collaboration and engagement
Society
System
Institutional
Individual
Boundary Spanning
Space of Engagement
Horizontal discourse
Shared Language
Trust
Regional Sector Vision
Communication distribution network © Delaforce 2006
Evidentiary evaluation for decision making
Outcomes
Nolan Report NCEP
QUT
TAFE
Reflections
Outcomes 2
EQ
TAFE
QUT
NCEP
QUT
TAFE
EQ
AISQ/CE
QUT
EQ
AISQ/CE
TAFE
DET Training
QUT
EQ
AISQ/CE
TAFE
DET Training
ACU
Reflections
Program Theory and Logic Model
1999 2001 2002/3 2003/72003
Intervention Outputs
Mechanisms
Variables
Moderators
Outcomes Summary
IMPACT
Analytics, Diagnostics, and Analytics, Diagnostics, and Evidence-Based EducationEvidence-Based Education
Insight
Info
rmati
on V
alu
e
Optimization
Predictive Modeling
Forecasting
Reporting / OLAP
Data Management
Data Access
What will happen next?
What’s the best that can
happen?
How Much?
How Many?
What Happened?
Global Environment Federal Agenda QLD Government DETA
Economy• Boom – skills shortage• Bust – retain skills
Demography• Population growth• Ageing• Embedded disadvantage
– 86 500 still unemployed– 200 000 outside the
labour market
Environment• Climate change
Technology• New expectations
World of Work• Rapidly changing roles• Age of information,
knowledge, innovation
COAG• SPP • NP Fee Waiver Childcare Quals• NP PPP (job seekers, employed)• Market design• Qualification targets
Skilling Australia for The Future• Skills Australia• Industry Skills Councils• State Training Information
Centres
Bradley Review• Two systems, one shared vision
AQFC• Improve articulation & connectivity
between sectors
Positioning VET• Education Investment Fund (EIF)• Capital Fund for VET &
community education• Trade Training Centres in Schools
Skills For Recovery• $950 Training & Learning Bonus
Cutler Review (innovation)
NQC• Review Training Packages
Training Policy Environmental Scan
• Flexibility of investment in training
• Improved planning information / communication
• Trade taskforce– Pre-voc– Institutional training
• Restructure to manage potential changes
• Prepare for competition• Good relationships with
businesses / industry (can’t be done by ID / BDM)
• Good relationships with clients• Childcare strategy• Strategic capital program
Q2 (Strong, Green, Smart, Healthy, Fair)
• 2020 Target: 75% of QLD’ers 25-64 Cert III or above
• Reducing State revenue
• 2009 CommitmentsEmployment– Create 100 000 new jobs over
next 3 yrs– $47m over 3 yrs for aid green
work placements for up to 2 300 QLD’ers
– $10m over 3 yrs for subsidised Green Traineeships for up to 700 QLD’ers
– Fund $57m Green Army – 5 000 public sector
apprenticeships & traineeships over next 4 yrs
– Expanding 10% government training policy
– Establish $500K Green Building Skills Fund (HIA)
Training– 41000 training places for QLD
workers, 61 014 up skill, and 46 096 job seekers over 4 yrs with 148 000 new additional training places to support QLD workers and job seekers during global recession
• Higher level skills strategy• Competition strategy• Migration strategy
Strategic Plan• Every child & young person will be well prepared
for life success through learning and education• Qlders will be linked to opportunities that support
economic prosperity and enhance life-ling learning• Qlders will benefit from a rich cultural life & thriving
creative communities• Productive relationships will be fostered to
maximise outcomes for Qlders• Our people’s talents & ideas will create a dynamic
& innovative organisation
QSP 2006 – training system that• Works for Queensland• Works for industry and employers• Works for trades: 17 000 extra trade training places
available in each year by 2010• Works for individuals: 14 000 extra Cert IV and
above training places available in each year by 2010
QSP 2008• Developing skills of existing workers and
apprentices• Engaging unemployed /under-employed people• Improving youth transitions to enhance education,
training and employment outcomes• Building capacity of QLD VET sector• Building bridges to the professions • Statutory Institutes, SBS, SATS, Lead Institutes,
Higher level quals, Master Tradepersons, Pre-trade training, Trade BIZ, VET Futures, Skillsets, LNQ/TOL
• Professional development - governance, finance, marketing
• VET in schools policy - cert III• Indigenous inclusion• Higher level quals strategy
– Cert II Cert IV + above– Social networking for higher level quals
• Youth career framework implementation
Date: 01-04-09
G:6131_ADG TAFE\GP-OADG-IVP-BNE\1.TAFE Futures\Program Planning\Training Environment Context 01-04-09
• Flexible pedagogy for skills– Simulated– On-line– In workplace
• Delivery models for young, old, techno savvy
• Competition support strategies• Continue governance reform• Build real marketing skills
• Manage challenge of individuals wanting skills sets + policy today for quals
– Skills bank• Green skills products &
marketing• Improving credit transfer
• Green skills project• Flexibility of funding deployment Responsiveness to competition E Learning Models
COAG
Regulation
AQFC
Skills Australia
• Nat Agreement Skills & Workforce Development• NP Childcare• NP PPP (job seekers, employed)– more than 700,000 places 85,000 places for apprentices.• Market Design• Target– halve the proportion of adult Australians without Year 12
or an equivalent qualification by 2020– at least halve the gap in Year 12 attainment for Aboriginal
and Torres Strait Islander people by 2020– halve the proportion of Australians aged 20-64 without
qualification at Certificate III and above between 2009 and 2020
– double the number of higher qualification completions (diploma and advanced diploma) between 2009 and 2020
National Regulatory & Quality Agency for HE• Streamline current regulatory arrangements to reduce duplication &
provide national consistency• Establish objective & comparative benchmarks of quality &
performance VET• Gov’t to work with States and Territories to develop strong &
cohesive arrangements (to progress alongside of HE Regulator)
Federal Reform Agenda
• Ambit expanded to encompass full scope of Aust’s labour market needs to give advice to C’wealth about the effectiveness of university & VET systems in meeting the broad range of Australia’s skills needs.
Australian Universities • Will be funded on basis of student demand from 2012 (i.e. will fund a C’wealth
supported place for all domestic students accepted in an eligible, accredited HE course at a recognised public HE provider. (NOT a voucher)
• Universities will not receive funding for places they do not deliver• Current cap on over-enrolment will be raised from 5 to 10 % from 2010 and then
wholly removed in 2012VET• Student entitlement model – under public debate & discussionIncome support for students• Bradley recommended changes being examined, response provided at time of
BudgetRegional Australia• Cost of providing quality teaching & research will be examined and a new, more
logical basis for funding introduced
Date: 01-04-09
G:6131_ADG TAFE\GP-OADG-IVP-BNE\1.TAFE Futures\Program Planning\Training Environment Context 01-04-09
POSITIONING VET• Education Investment Fund (EIF) - open up universities
and VET• Capital Fund for VET and community education
($500M, launched Dec 2008) improve quality of teaching and learning
• Trade Training Centres in Schools Program ($2.5 billion over 10 years) enable all secondary schools to access new trade facilities in traditional and emerging fields
• SKILLS FOR RECOVERY • $950 Training & Bonus Learning – paid to students and
people outside of workforce returning to study
• 40% of all 25-34 year olds will have a qualification at bachelor level or above by 2025 (current 32%)
• 20% of HE enrolments at undergraduate level be of people from low SES backgrounds by 2020 (current 16%)
• 90% of young people achieving Year 12 or an equivalent qualification by 2020
Systemic Tertiary ReformTwo Systems, one shared vision: A stronger and fairer Australia
Funding Models
• Focus on student demand
Targets
Facility Owners
• States remain major funders & owners of facilities
• Dynamic pathways of opportunities for students & employers • Equity
Whole of sector focus on
retention, selection and
exit standards, graduate outcomes
Current Initiatives
• Review Training Packages – broaden knowledge / skillsDefinition of competenceInstitution vs workplace delivery
NQC
AQFC• Strengthening AQF• Credit Transfer Terminology• Measuring effort / volume / complexity• Levels• EQF• Mobility
• Commissioned to improve the articulation and connectivity between the university and VET sectors to enable competency-based and merit based systems to become more student-focused
Professional Doctorate
Course Work Masters Degree
Graduate DiplomaGraduate Certificate
Cert IV
Educational Continuum DRAFT
ISCED – 97
ISCO
Skills Levels
TimeAHC
Equivalent Comparative
Hr’s
Early Childhood
Middle School
Secondary SchoolSAT and
VET IN Schools
University Schools Programs
Cert IIICert IICert I
Advanced Diploma Diploma
Trade Masters
VocationalGraduate Diploma
VocationalGraduate
Certificate
Trade Honours
Bachelor DegreeAssociate Degree
Advanced DiplomaDiploma
Bachelor Degree
PhD
Research Masters
Honours
COAGPriorities
CompulsoryNon
Compulsory
ETRF
Industry Requirements
Registration
Prerequisite
Professional Development
RPL
LLL
Transition Pathways
Credit Transfer
G:\6132_DDG\GP-PPPU-BNE\4 TAFE Futures Admin/Projects/080002 Higher Education/Position Paper/AQFC V1.0 (3)
Approximately 90% of state schools and a
significant percent of non- state schools are
RTO’s.
Learning account
Registration
VET CertOP
Senior Statement
Legislation: Compulsory Participation Phase
pattern and standard
all learning achievements
Career planning
CPCSE(QCIA)
The senior phase of learningThe senior phase of learning
QCE
Pathways, Partnerships
• Clearly identified and seamless pathways from school to vocational and/or tertiary education
• View education sector holistically
• One school alone cannot be all things to all students
Accounting Pathways Project
incorporatingFNS30304 - Certificate III Financial Services (Accounts Clerical)
Brisbane North and Brisbane Central & West Districts
A partnership project between DETA, BNIT (Bracken Ridge) and QUT
Blended-delivery Blended-delivery ModelModel
Virtual / Online Delivery
Industry Engagement
Mentoring
Face-to-face Workshops
Vocational Outcomes
University Attendance
Yr 11 & 12Yr 11 & 12AccountingAccounting
QCE credit tableQCE credit tableCore credit Preparatory
credit
Enrichment credit Advanced
credit
• Authority or Authority-registered subject*
4
(except Functional Maths/English)
• Senior external examination
4
• VET Certificate II
4
• VET Certificate III – IV
8
• school-based apprenticeship and traineeship
4
• tailored training program
4
• international learning program
4
• VET certificate I (maximum of 2 can count)
2
• an employment skills development program (only 1 can count)
2
• a re-engagement program(only 1 can count)
2
• a recognised certificate or award in areas such as music, dance, drama, sport and community development
1
• a negotiated workplace, community or self-directed learning project
1
• structured workplace or community learning
1
• Authority extension subject
2
• a one-semester university subject achieved while at school
2
• a two-semester university subject achieved while at school
4
• competencies in a diploma or advanced diploma over at least one semester (or its equivalent)
2Minimum of 12 credits Maximum of 4 credits Maximum of 8 credits Maximum of 8 credits
Future PathwaysFuture Pathways
After Yr 12
Employment with Certificate III level
qualification
QUT/ACU
(Further study/ part time
employment)
BNIT
(Further study/ part time
employment)
• Enables students to develop independent learning skills necessary for university and/or vocational success
• Provides seamless pathways through to vocational and tertiary education
• Assists students to make informed career decisions
• Students exit school with a nationally recognised qualification – Certificate III Financial Services (Accounts Clerical) – 8 points towards QCE
• Is a blended delivery model that engages students and meets their learning needs
• Partners with industry Financial Sector professional bodies - CPA Australia, Institute of Chartered Accountants and leading Accounting firms
IIn summaryn summary… 15 - 444… 15 - 444
• To grow awareness and provide opportunities and pathways in the Health and Allied Health industries for young people in the Senior Phase of learning. Strong preparation phase
• awareness raising/marketing to students
• Students undertake mentored work experience placements
• Students apply for advertised SAT positions identified by industry partners (eg Certificate III in Allied Health, Certificate III in Business Administration)
• Pathways from qualification developed –articulation to further training/degree/employment
• Achievement contributes to QCE
• Curriculum option now available for schools – link to Science
Healthy Futures (Healthy Futures (2005 pilot - state-wide)2005 pilot - state-wide)
Certificate III
• Allied Health
•Aged Care
• Health Care
Assistant
Pathways
Bachelor of Nursing
Diploma of NursingDiploma of Health
Care Assistant
Full-time employment
Assistant Nurse
Outcomes (from 2006) 36 signed into ASBA 35 have graduated
All students remain in the industry either through employment (full/ part time), further study or a combination of both.
Articulation arrangements in place with TAFE’s and Universities to ensure pathways beyond completion of ASBA.
Strong collaborative and productive partnerships between industry partners, TAFE’s, Universities and schools.
Sense of community strengthened - industry partners realise potential and benefits of recruiting and supporting local youth.
Teachers have gained knowledge of the Health industry and this is being fed back into curriculum.
Partners
• North Brisbane Metropolitan Health District
• Masonic Care Qld (Sandgate)
• Sunshine Coast Institute of TAFE
• Australian Catholic University
• University of Queensland
Meaningful student support – key features
Possible Aged Care Pathways
Certificate III in Aged Care Work
Diploma in Community Welfare
Work
Degree Courses in Registered Nursing
Degree courses in Social Science eg Social Work
Certificate IV in Community Work
Certificate IV in Service Co-ordination or Certificate IV
in Aged Care
Diploma in Community
Services Management
Diploma in Enrolled Nursing
Degree Courses In Health eg Medicine or Allied Health
Primary Pathway
Alternative Pathways
Possible Health Pathways
Certificate III in Allied Health
Health Services eg. Food Services,
Laundry Services, Administration, etc.
Diploma in Community
Welfare Work
Degree Courses in Registered Nursing
Degree Courses in Social Science eg. Social Work
Primary Pathway
Alternative Pathways
Certificate IV in Community Work
Qualifications in Health Assistance or Health
Technicians eg. Allied Health Assistant, Mortuary Service
Diploma in Enrolled Nursing
Degree Courses In Health
Certificate II in Sustainable Energy (Career Start)
Course DevelopmentCourse Development
Cert II in Sustainable Energy (Career Start)Cert II in Sustainable Energy (Career Start)
• Specifically designed for secondary school students.
• Contribution to development of young people to become active and informed citizens in society.
• Contributes to community capacity building and positive future action.
• Pathways into emerging industries, electro-technology, environmental sciences and engineering.
• Blended delivery model with real world applications.
Competencies overview in a
schematic framework
Website Flowchart
The mobile workshops
A cubby house on wheels allows the workshop to come to
the students and provides a safe environment for them to demonstrate and learn how to
wire and install solar panels etc
Teachers participating in PD activities in
preparation of course roll out next year.
Some activities/resources to be used with students.
Teacher PD needs
TAA qualification Certificate II qualification
- Demonstration of practical skills
- Wiring diagrams and solar energy installations
- Completing remainder of course online My-Tafe induction Changing role of classroom teacher
SAVE expansion 156 today – State-wide and National 156 today – State-wide and National
• Water Operations
• CAD
• GIS
• Conservation and Land management
• Clean production
• Waste Management
cross-sectoral collaboration and engagement
Society
System
Institutional
Individual
Boundary Spanning
Space of Engagement
Horizontal discourse
Shared Language
Trust
Regional Sector Vision
Communication distribution network © Delaforce 2006
Evidentiary evaluation for decision making
