VET in SA – issues_ reforms_ directions and developments - PowerPoint by malj

VIEWS: 4 PAGES: 34

									  VET in SA – issues, reforms,
  directions and developments




Steven Hodge, Roger Harris,
Danny Slater and Kerrie Mackey-Smith
Centre for Research in Education Seminar
28 August 2009
Outline
1.   VET in Australia Overview (Steven)
2.   VET Research and Policy (Roger)
3.   Reform and TAFE SA (Danny)
4.   VET in Schools (Kerrie)
VET in Australia Overview




Steven Hodge
Vocational Education: Definition
 Education: preparation for life
 Vocational education: preparation for
  economic life (Winch 2000)
VET: Reforms, Reforms, Reforms
1970s: Kangan Reforms
 The main purpose of education is the
 betterment and development of individual
 people and their contribution to the good
 of the community. Technical and further
 education should be planned accordingly.
 (Kangan Report 1974, p. 21)
VET: Reforms, Reforms, Reforms
1970s: Kangan Reforms
 emphasis on providing an educational
 service to people of all ages, regard for
 individual needs, technology in education,
 self paced adult learning, use of library
 resource centres, unrestricted access,
 recurrent vocationally oriented education,
 counselling and guidance services, social
 worker help, tutorial assistance (Kangan
 Report 1974, p. xxvi)
VET: Reforms, Reforms, Reforms
1990s: National Training Reform Agenda
 The training reform agenda is a necessary
 part of national microeconomic reforms to
 make Australia more economically
 competitive. (Carmichael Report 1992, p.
 19)
VET: Reforms, Reforms, Reforms
1990s: National Training Reform Agenda
 Competency-Based Training system
    ◦ Influenced by behaviourism
    ◦ Emphasis on outcomes rather than inputs
 Industry-led system
 Competency Standards/Training Packages
 Mutual Recognition
 VET Market
VET: Reforms, Reforms, Reforms
2000s: Bradley Review
 While the issues to be dealt with are
 complex, reform is vital if a fully effective
 tertiary system…is to be achieved.
 (Bradley Review 2008, p. 179)
Bradley Review’s ‘Key characteristics of an
effective tertiary education and training system’
•   equal value given to both VET and higher
    education
•   recognition that institutions may have a primary
    mission in one sector, but should still be able to
    offer qualifications in the other sector
•   a shared and coordinated information base and
    approach to anticipating future labour market
    needs, industry needs, and demographic trends
•   a capacity for the whole system to provide
    integrated responses to workforce needs for
    industries and enterprises
•   an efficient regulatory and accountability
    framework
•   clearer and stronger pathways between the
    sectors in both directions
VET: Reforms, Reforms, Reforms
 What is needed is not two sectors
 configured as at present, but a continuum
 of tertiary skills provision primarily
 funded by a single level of government
 and nationally regulated, which delivers
 skills development in ways that are
 efficient, fit for purpose and meet the
 needs of individuals and the economy.
 (Bradley Review 2008, p. 183)
VET Research and Policy




Roger Harris
Structure:
                 Beginnings
                    of a
                  national
                 approach
                                   Relationship
  SA Training                       between
   and Skills                      VET policy
  Commission                           and
                                    research




                              Impact of
         NCVER                   VET
                               research
Beginnings of a national
approach
   No small change (UTS, 1993)
             R&D strategy for VET
   ANTARAC (ANTA Research Advisory Council)
   NREC / (now) NVETRE – National Competitive
    Grants scheme
   Key research centres
   Professional association (AVETRA):
    Australian VET Research Association
   Journal: International Journal of Training Research
Relationships: policy and
research
   Rarely a direct result
   Different cultures – barriers
   Rarely orderly or rational
   Only one of many influences
   Responsibility lies on both sides
   Rarely linked to only one study,
    but a body of research
   Takes time!
   Horses for courses: different audiences – different
    things
Impact of VET research?
           ‘Impact’ – what evidence?
           ‘Soft’ and ‘hard’ indicators
           Types of research use:
             ◦ instrumental (direct) - changes
               in policy, practice and behaviour
             ◦ conceptual (indirect) - changes in
               level of knowledge, understanding
               and attitudes
             ◦ symbolic (indirect) - attempts to
               sway people in a persuasive way.
               Can lead to mobilisation of
               support for action, or inaction, and
               wider influence
Models of impact of VET research
 Stanwick, Hargreaves &       Dymock & Billett (2009)
   Beddie (2009)
                                 peer esteem
 Four domains:                   funding body satisfaction
  knowledge production          policy alignment
  capacity building             policy take-up
  informing policy              practice alignment
  informing practice            practice take-up
 by: outputs and outcomes        social benefits
                                 economic benefits
 Coolbear, Weir & Sellers        developmental benefits
  (2009)
  methodological integrity
  potential impact
National Centre for Vocational
Education Research (NCVER)
           Began 1981 – in Adelaide
           Does research, manages research
           National statistics
           VOCED database
           Dissemination of research - publishes
           Consults nationally, and establishes
            national research priorities
           Recommended in Bradley Review to
            assume a larger role!
National VET Research Priorities
For 2007 – 2010:                    From No small change – 1993:
 Growing the labour supply          Economic benefits of VET
                                     Assumptions underlying
 Motivating individuals to
  participate in VET                  CBE&T, and ways of
                                      implementing CBT
 Sustaining a skills base
                                     Nature of workplace learning,
  through apprenticeships and
                                      and the place of language,
  traineeships
                                      literacy and mathematics in
 Enhancing the productive            workplace reform and training
  capacity of enterprises
                                     Management in TAFE systems
 Enabling VET providers to
                                     Community perceptions of
  compete effectively                 VET, and how these are
  (new set being established this     formed
   half-year)                        Approaches to the
                                      dissemination and use of
                                      research in VET
SA Training and Skills
Commission
   Training and Skills Development Act 2008
   New Commission from September 2008
   Provides strategic advice to the Minister
   Works closely with stakeholders – govt.,
    industry (ISBs) and community
   Developed a May 2009 Plan: Skills for jobs:
    priorities for developing SA’s workforce
   Working towards a more detailed Plan for
    November 2009
    (to feed into Govt. budget discussions)
Critical goals and key policy issues
3 critical goals:                6 key policy issues:
1. Raising the skill levels of   1.   A demand driven
    South Australians                 system
2. Increasing the number         2.   A tertiary system
    of South Australians         3.   Pathways
    with post-school             4.   Skills for the ‘new
                                      economy’
    qualifications
                                 5.   Use of skills and
3. Increasing employment              workforce
    participation                     development
                                 6.   A quality system
Reform and TAFE SA



Danny Slater
VET in Schools




Kerrie Mackey-Smith
VET in Schools
(Currently) Vocational Education and Training

The Recognition of VET Policy allows three
options for recognising vocational education and
training (VET) outcomes towards the SACE:

• Embedded VET — units of competency
delivered within Board-accredited subjects,
in particular, Work Studies and Vocational
Studies


    (SACE Board website accessed 27/8/09)
VET in Schools
• Stand-alone VET — units of competency
  delivered without reference to Board
  accredited subjects, and recognised as SACE
  units (50 hour equivalents)

• SSABSA–VET subjects — units of
  competency in an industry-specified SACE
  subject.

   (SACE Board website accessed 27/8/09)
VET in Schools

                            SACE PATTERN
STUDENT: _____________________________________   DATE: ___________
VET in Schools
In 2008, 46% of students who completed the
SACE included VET in their studies.

Of the 12 237 South Australian students who
completed the SACE in 2008, about 900 would
not have done so without stand-alone VET.

The SSABSA–VET suite of subjects included sixteen
  specific industry areas and allowed students to gain
  recognition for completion of relevant units of
  competency and for work experience within that
  industry.
                   (SACE Board as accessed 27/8/09)
New SACE requirements




  (SACE Board website accessed 27/8/09)
VET in Schools
 Proposed Certificate III VET study at
  Stage 2 to qualify for 60 credits
 No longer ‘academic’ integration with VET
  as embedded in the Workplace Practices
  courses that hold an assessment
  component that recognises competency.
  The current Vocational Studies curriculum
  allows 40 – 15% to be held as competent
  (students currently attain 100% of that
  component) .
    Assessment
 A - E grades in every subject
 Performance standards make clear
  what students need to achieve for
  particular grade in each subject
 Students need to achieve A, B or C
  grade in all compulsory subjects


(SACE Board website accessed 27/8/09)
Features of the SACE
   A-E grades in every subject

   30 per cent of all Stage 2 (Year 12)
    subjects marked by someone outside the
    school

   Double-checking of marks in all Stage 2
    subjects
(SACE Board website accessed 27/8/09)
  University entrance
Students wishing to apply for
university entry from 2012 must:
 Complete the SACE
 Complete 80 Stage 2 credits including at
  least three 20 credit Stage 2 subjects
  approved by universities
 Complete prerequisite requirements for
  some courses

       (SACE Board website accessed 27/8/09)
VET in Schools
At Stage 2 in SA (not including NT figures)
193 schools offered English
181 schools offered Maths
208 schools offered VET
-------------------------------------------------


2,176 students completed English Studies
6,736 students completed English Comm
2,672 students completed a Work/
  Vocational Studies subject (not including
  stand alone VET 5,629) (SACE Board website accessed
     27/8/09)
VET in Schools
Dilemmas
Cert III capabilities for Stage 2 increases rigour,
   however, increases streaming ‘in effect’ from
   year 9
It appears VET is increasingly delineated from
   ‘integration’ or valuing of VET within Academic
   or Traditional Curriculum
Simplifies outcomes for a complex student cohort
   and socially ‘logicises’ student’s future choices.

								
To top