Current & emerging markets for offshore TVET services

Ensuring sustainable offshore delivery conference25 July 2012

Melbourne, Australia

Peter Holden

Presentation outline

1. Preliminary comments2. TAFE Directors Australia and the TAFE

sector3. Models of international cooperation4. TAFE offshore engagement5. Current & emerging markets6. Some key markets

Preliminary commentsTAFE institutes have been actively engaged

offshore for over 20 years

Success is built on personal relationships, not just on institutional reputation - prepare for a lead time of up to four years

Our TVET system is highly regarded – beware the tarnishing of this reputation

If we’re not smart enough, our offshore partners will soon be (are) our competitors

TDA - the peak body for TAFE

• Member association representing the CEOs and Directors of Australia’s TAFE institutes (government owned TVET providers); 61 member institutes

• Governed by a Board of Directors with representatives from each State & Territory

• Activities managed by a National Secretariat

3.5 million Australians involved in education and

training (16% of population)

Universities39 (+2)

Schools9,600

Australia’s education and training sector

TAFE Institutes

Registered Training

Organisations 5000 +

Learning Institutions

61

TAFE Institutes in Australia

Mission and Role of TDA

To provide national leadership in the TVET sector through:

• Advocacy• Research• Marketing & promotion• National & international networks• Business development

www.tda.edu.au

TDA international cooperationFormal agreements and associations with: World Federation of Colleges and Polytechnics China Education Association for International

Exchange Community Colleges for International Development

(USA) BECAS Chile Technical Scholarships Program Mongolian Agency of TVET New Zealand Institutes of Technology and

Polytechnics Indonesian Ministry of Education and Culture and

Ministry of Manpower and Transmigration

International policy developmentReview of student visa assessment level

framework

Implementation of the Tuition Protection Service for overseas students

White paper on Australia in the Asian Century

TDA Position Paper on international education◦

TDA International EngagementSome of our 2012 projects:

BECAS Chile scholarship program

China Leadership Program & Student Exchange

platform

China Green Skills conference & USA Green Skills

network

Indonesia capacity building and industry engagement

International student survey

East Asia network of TVET providers

Models of cooperation (1)High level

consultancies• TVET systems• Competency based

training• Industry engagement• Resource development• Teacher training

Partnerships with:• Local providers• Government agencies• Industry

Focus areas for capacity building

Governance & funding

Industry engagemen

t

Competency based

standards

Qualifications

framework

Quality Standards

for providers

Delivery & assessment

Leveraging our expertise

Workforce planning◦Olympic Games 2000, 2004, 2008◦African, Asian & Commonwealth

Games◦Shanghai 2010 World Expo

College construction & management◦Abu Dhabi, Singapore, Oceania,

Mongolia

Models of cooperation (2)Study tours High level short term (3 to 5

days) Institute & college tours (5 to 10

days) Professional development (10 to

30 days)

Student / Teacher Exchange

Short term (one Semester – 16 to 18 weeks)

Academic year

Models of cooperation (3)

Course delivery in another country Australian qualification and/or local

qualification Australian teachers and trainers Training facilities hired, built or provided by

partner All resources provided by Australian

provider

Models of cooperation (4)

Joint course delivery in another country (twinning)

Australian qualification and/or local qualification

Australian and local teachers and trainers Local training facilities hired or provided by

local partner All resources provided with some locally

developed

Models of cooperation (5)

Supported delivery in another country (auspicing)

Australian qualification and/or local qualification

Local teachers and trainers Quality assurance by TAFE managers and

teachers (usually twice a year) Training facilities provided by local partner Customised Australian resources and

locally developed resources

TAFE offshore engagementPartnership agreements (TDA 2011 survey – 41 respondents)

247 active partnerships

40 countries

China - 95 India - 28Korea - 16Singapore - 11Indonesia - 9PNG - 8Malaysia - 8Japan – 5Sir Lanka – 5UAE – 5Vietnam - 5

Students studying offshore with an Australian institution

NCVER Survey 2010 VET private providers VET public providers Total

Providers 105 37 142

Students 8 452 64 819 73 271

Students based in China 1 282 48 971 50 253

Students(b) based in countries other than China

7 170 15 848 23 018

Students(b) studying all award (c) courses

7 005 52 478 59 483

Students studying diploma & advanced diploma courses

3 601 34 973 38 574

Students(b) studying non-award (c) courses

1 447 12 341 13 788

Students(b) studying courses taught in English only

5 231 38 947 44 178

Students(b) studying courses also offered in Australia

7 533 53 540 61 073

Courses 483 572 1 055

Countries (a)(d) 66 30 68

Current & emerging markets

HOT WARM EMERGING SLEEPERS

China Brazil Colombia Italy

India Chile Kazakhstan Russia

Indonesia Japan MENA Turkey

Malaysia Philippines Myanmar USA

Mongolia PNG Sub Sahara

Singapore Sri Lanka

South Korea Vietnam

Taiwan

CHINA

1,100 tertiary TVET colleges200 demonstration colleges

Rise of 2nd & 3rd tier cities

260k international students282 Confucius institutes in 88 countries

INDONESIA 33 State Polytechnics; over 600 private TVET providers Major ADB capacity building loan for TVET Indonesia Australia Comprehensive Economic

Partnership Agreement in place

INDONESIA

TDA Survey of Indonesian government polytechnics (February 2012)

What type of partnerships are you interested in?Response Percent

Response Count

Delivering overseas qualifications on your campus 47.4% 9

Exchange of students to receive training 84.2% 16

Exchange of students for industry internships 89.5% 17

Exchange of teachers to receive training 89.5% 17

Exchange of teachers for industry internships 63.2% 12

Hosting study tours 26.3% 5

Sending study tours 36.8% 7

Deliver non-accredited training in collaboration with overseas partner 26.3% 5

Dual programs where the qualification is valid in Indonesia and another country

68.4% 13

Programs that offer an introduction to a higher qualification overseas 52.6% 10

Other 0.0% 0

For other please give examples 0

answered question 19

AFRICA “Second, the Chinese side will continue to increase assistance to Africa to bring the benefits of development to the African people. China will build more agricultural technology demonstration centres as necessary to help African countries increase production capacity. China will implement the 'African Talents Program' to train 30,000 personnel in various sectors, offer 18,000 government scholarships and build cultural and vocational training facilities," Hu said.

33% of world’s population by 2100

Strong interest in

TVET in sub-Saharan countries

China to invest $USD133m in Kenyan TVET system

Australia to offer 1,000 scholarships next year

President Hu Jintao

19 July 2012

Australian Aid & Development

Projected AusAID budget allocations 2010-11 2015-

16Growth to 2015-

16$ millions

PNG 460 590 30%Solomon Island and East Timor

330 430 30%

South Pacific Microstates 60 120 100%Other Pacific 340 510 50%Indonesia 460 920 100%Other East Asia 520 940 80%South Asia 170 270 60%Afghanistan and Pakistan 190 270 40%Sub-Saharan Africa 200 200 0%North Africa and Middle East

80 120 40%

Latin America and Caribbean

40 0 -100%

More emphasis on:

• assisting people overcome poverty

• national interests

• capacity to make a difference.

Australian government initiative:support the development of an East Asia Network of TVET Providers

TAFE Directors Australia will lead the development of the network with a residential workshop planned for 4/5 September 2012 in Perth

Australia

Brunei

Burma

China

Cambodia

India

Indonesia

Japan

Laos

Malaysia

New Zealand

Philippines

Russia

Singapore

South Korea

Thailand

Vietnam

United States

1. To build the capacity of TVET institutions to meet the skill demands of industry and contribute to the social and economic development of participating countries 2. To build this capacity through the exchange of ideas, knowledge, expertise and experience

3. To further develop this capacity through joint research programs, institutional partnerships and cooperation with government agencies, donor organisations and other networks

Thank you

For more information, please contact:

Peter HoldenDirector International Engagement TAFE Directors Australiapeter.holden@tda.edu.auwww.tda.edu.au+61 2 9217 3181 (direct office line)+61 (0)405 081 780 (mobile/cell phone)