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Transcript of Australia’s Vocational Education & Training System and its Links with Secondary Education Growth...
Australia’s Vocational Education & Training
System and its Links with Secondary Education
Growth Strategies for Secondary Education in AsiaKuala Lumpur 19 September 2005
Dr Wendy JarvieDr Wendy Jarvie
Deputy Secretary,Deputy Secretary,
Department of Education, Science and TrainingDepartment of Education, Science and Training
AustraliaAustralia
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
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
0
10
20
30
40
50
60
70
80
90
100
15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85+
Age group
Per
cen
t lab
our
forc
e pa
rtic
ipat
ion
Degree
Skilled
No-post-school
More jobs may need VET skills than university qualifications
Qualification
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
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 VVocational
EEducation & TTraining
HigherEducation
• compulsorygeneraleducationtoage15or16(aroundYear10)
and
• 2extrayearsofvoluntaryseniorsecondarystudies(maybebothgeneralandvocational).
• voluntary
• workrelatededucationattheentry-level,technicianandpara-professionallevels
• apprenticesandtrainees
• deliverymainlythroughinstitutesofTechnicalandFurtherEducation
• voluntary
• educationinthegeneraldisciplinesoraspreparationforaprofessionalcareer
• deliverymainlybyUniversities,whichcombineteachingandresearch
A national recognition framework links qualifications
between the sectors
Senior Secondary Certificates of Education
Vocational GraduateDiploma
Vocational Graduate Certificate
Advanced Diploma
Diploma
Certificate IV
Certificate III
Certificate II
Certificate I
Doctoral Degree
Master’s Degree
Graduate Diploma
Graduate Certificate
Bachelor’s Degree
Associate Degree
Advanced diploma
Diploma
By sector of accreditation
Schools
Vocational & Technical Education & Training
Universities
VET is the largest post-school sector
SCHOOLS
3,331,964 students
in 2004
VOCATIONAL
EDUCATION AND TRAINING
1,595,200 students in
2004HIGHER EDUCATION
944,977 students
in 2004
VocationalEducation&Training
SecondaryEducation
Employment
UniversityEducation
VET is an important pathway between education and employment in Australia
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
Governance and
Accountability Framework
National Skills Framework
Training Products
and Materials
Quality Assurance: Australian Quality
Training Framework
Australian Qualifications Framework
National Training System
• National quality assurance and recognition arrangements
–Australian Quality Training Framework
• National training products
–Training Packages–accredited courses
National consistency in quality and training products
Industry plays a key role
NATIONAL SKILLS FRAMEWORK
NATIONAL GOVERNANCEAND ACCOUNTABILITY
FRAMEWORK
INDUSTRY LEADERSHIP AND ENGAGEMENT
Determine basis for training standards
– competencies
Input to Training Packages
& qualifications
Input to recognition, accreditation &
regulation
Advice to Ministerial
Council
Input to planning& policy
development
Input to nationalresearch and
analysis priorities
National Industry Skills Council
Industry Skills Councils
Action Groups
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
National
CompetencyStandards
AssessmentGuidelines
NationalQualifications
Training Package Support MaterialsTraining Package Support Materials
Endorsed
LearningStrategy
AssessmentMaterials
ProfessionalDevelopmentMaterials
Training Packages are the foundation of the system
Australia’s VET system performs well
Selected VET Sector Efficiency Measures
-100
-50
0
50
100
150
2000 2001 2002 2003
Year
% C
ha
ng
e
Governmentfunding CompetenciesachievedUnitcostpercompetency
Students choose VET for a variety of reasons
NewApprentices
labourmarketentrants
jobseekers
self-employed
careerchangers
skillimprovers
personaldevelopers
basics
bridgers
17%
4%5%
14%
28%
5%
7%
9%
11%
Employmentseekers
37%
Self developers23%
Career improvers40%
A good spread of ages participates
VET Engagement by Age Group 2003
0.0
5.0
10.0
15.0
20.0
25.0
<15 15-19 20-24 25-29 30-39 40-49 59-59 60-64 65+
Pe
rce
nta
ge
of
tota
l
Students learn and train in many locations
• TAFE and other Government providers
• Commercial training providers
• Adult and community education organisations
• Enterprises
• Secondary schools
… across a range of industries
0
5
10
15
Industry of student's major course
Pro
port
ion
of to
tal (
%)
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
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
39%
2%
28%25%
32%
27%27%
36%
30%
9%
30%
15%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Year12completers Earlyleavers Allschoolleavers
University TAFE&other Employed Notemployed(unemployedorNILF)
Source: ABS Survey of Education and Work (Cat. No. 6227.0) - 2004
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
60,000
94,066
116,991
139,407153,616
169,809185,520
202,935211,885
0
50,000
100,000
150,000
200,000
250,000
1996 1997 1998 1999 2000 2001 2002 2003 2004
No
. s
tud
en
ts
All school types are involved
0.9%
8.4% 9.5%
15.7%
65.4%
0
20000
40000
60000
80000
100000
120000
140000
AdultEducation
TechnicalandFurtherEducationColleges
IndependentSchools
CatholicSchools
GovernmentSchools
Proportion of Australian VET in Schools Students by School Sector 2004
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 full-time student and a part-time employee.
Queanbeyan
Lismore/Ballina
Darwin
Perth Adelaide
GosfordHunterIllawarra
Dubbo
WesternSydney
PortMacquarie
NorthernTasmania
NorthBrisbane
Gladstone
Townsville
GoldCoast
Pilbara
Whyalla/PortAugusta
GeelongWarrnamboolBairnsdale/SaleEasternMelbourne
Bendigo Sunshine
New technical secondary schools aim to meet particular industry and region needs
School/VET links are central to the new National Training
SystemPrinciples• 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