Presentation on theme: "A Model for Engaging and Evaluating Innovative Cross-Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, 18 2009."— Presentation transcript:
1A Model for Engaging and Evaluating Innovative Cross-Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, Turin, ItalyManaging the Transition from General Schooling to Vocational CareersWayne Delaforce & Judi Buckley
12Program Theory and Logic Model 199920012002/320032003/7QUTEQAISQ/CETAFEDET TrainingACUQUTEQAISQ/CETAFEDET TrainingQUTQUTQUTEQNCEPNolan ReportEQNCEPAISQ/CETAFETAFETAFEInterventionOutputsMechanismsVariablesModeratorsReflectionsReflectionsOutcomes 2OutcomesOutcomes SummaryIMPACT
13Analytics, Diagnostics, and Evidence-Based Education InsightInformation ValueOptimizationPredictive ModelingForecastingWhat will happen next?What’s the best that can happen?Reporting / OLAPData ManagementHow Much?How Many?What Happened?Data Access1313
15Training Policy Environmental Scan Date:Global EnvironmentFederal AgendaQLD GovernmentDETAEconomyBoom – skills shortageBust – retain skillsDemographyPopulation growthAgeingEmbedded disadvantagestill unemployedoutside the labour marketEnvironmentClimate changeTechnologyNew expectationsWorld of WorkRapidly changing rolesAge of information, knowledge, innovationCOAGSPPNP Fee Waiver Childcare QualsNP PPP (job seekers, employed)Market designQualification targetsSkilling Australia for The FutureSkills AustraliaIndustry Skills CouncilsState Training Information CentresBradley ReviewTwo systems, one shared visionAQFCImprove articulation & connectivity between sectorsPositioning VETEducation Investment Fund (EIF)Capital Fund for VET & community educationTrade Training Centres in SchoolsSkills For Recovery$950 Training & Learning BonusCutler Review (innovation)NQCReview Training PackagesQ2 (Strong, Green, Smart, Healthy, Fair)2020 Target: 75% of QLD’ers Cert III or aboveReducing State revenue2009 CommitmentsEmploymentCreate new jobs over next 3 yrs$47m over 3 yrs for aid green work placements for up to QLD’ers$10m over 3 yrs for subsidised Green Traineeships for up to 700 QLD’ersFund $57m Green Army5 000 public sector apprenticeships & traineeships over next 4 yrsExpanding 10% government training policyEstablish $500K Green Building Skills Fund (HIA)Training41000 training places for QLD workers, up skill, and job seekers over 4 yrs with new additional training places to support QLD workers and job seekers during global recessionStrategic PlanEvery child & young person will be well prepared for life success through learning and educationQlders will be linked to opportunities that support economic prosperity and enhance life-ling learningQlders will benefit from a rich cultural life & thriving creative communitiesProductive relationships will be fostered to maximise outcomes for QldersOur people’s talents & ideas will create a dynamic & innovative organisationQSP 2006 – training system thatWorks for QueenslandWorks for industry and employersWorks for trades: extra trade training places available in each year by 2010Works for individuals: extra Cert IV and above training places available in each year by 2010QSP 2008Developing skills of existing workers and apprenticesEngaging unemployed /under-employed peopleImproving youth transitions to enhance education, training and employment outcomesBuilding capacity of QLD VET sectorBuilding bridges to the professionsStatutory Institutes, SBS, SATS, Lead Institutes, Higher level quals, Master Tradepersons, Pre-trade training, Trade BIZ, VET Futures, Skillsets, LNQ/TOLFlexibility of investment in trainingImproved planning information / communicationTrade taskforcePre-vocInstitutional trainingRestructure to manage potential changesPrepare for competitionGood relationships with businesses / industry (can’t be done by ID / BDM)Good relationships with clientsChildcare strategyStrategic capital programHigher level skills strategyCompetition strategyMigration strategyProfessional development - governance, finance, marketingVET in schools policy - cert IIIIndigenous inclusionHigher level quals strategyCert II Cert IV + aboveSocial networking for higher level qualsYouth career framework implementationManage challenge of individuals wanting skills sets + policy today for qualsSkills bankGreen skills products & marketingImproving credit transferFlexible pedagogy for skillsSimulatedOn-lineIn workplaceDelivery models for young, old, techno savvyCompetition support strategiesContinue governance reformBuild real marketing skillsGreen skills projectFlexibility of funding deploymentResponsiveness to competitionE Learning ModelsG:6131_ADG TAFE\GP-OADG-IVP-BNE\1.TAFE Futures\Program Planning\Training Environment Context
16Systemic Tertiary Reform Federal Reform AgendaDate:COAGSystemic Tertiary ReformTwo Systems, one shared vision: A stronger and fairer AustraliaNat Agreement Skills & Workforce DevelopmentNP ChildcareNP PPP (job seekers, employed)more than 700,000 places 85,000 places for apprentices.Market DesignTargethalve the proportion of adult Australians without Year 12 or an equivalent qualification by 2020at least halve the gap in Year 12 attainment for Aboriginal and Torres Strait Islander people by 2020halve the proportion of Australians aged without qualification at Certificate III and above between 2009 and 2020double the number of higher qualification completions (diploma and advanced diploma) between 2009 and 2020Focus on student demandDynamic pathways of opportunities for students & employersEquityNational Regulatory & Quality Agency for HEStreamline current regulatory arrangements to reduce duplication & provide national consistencyEstablish objective & comparative benchmarks of quality & performanceVETGov’t to work with States and Territories to develop strong & cohesive arrangements (to progress alongside of HE Regulator)Whole of sector focus on retention, selection and exit standards, graduate outcomesRegulationFunding ModelsAustralian UniversitiesWill 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 deliverCurrent cap on over-enrolment will be raised from 5 to 10 % from 2010 and then wholly removed in 2012VETStudent entitlement model – under public debate & discussionIncome support for studentsBradley recommended changes being examined, response provided at time of BudgetRegional AustraliaCost of providing quality teaching & research will be examined and a new, more logical basis for funding introducedCurrent InitiativesPOSITIONING VETEducation Investment Fund (EIF) - open up universities and VETCapital Fund for VET and community education ($500M, launched Dec 2008) improve quality of teaching and learningTrade Training Centres in Schools Program ($2.5 billion over 10 years) enable all secondary schools to access new trade facilities in traditional and emerging fieldsSKILLS FOR RECOVERY$950 Training & Bonus Learning – paid to students and people outside of workforce returning to studySkills AustraliaAmbit 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.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-focusedAQFCAQFCStrengthening AQFCredit Transfer TerminologyMeasuring effort / volume / complexityLevelsEQFMobilityFacility OwnersStates remain major funders & owners of facilities40% of all 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 2020NQCTargetsReview Training Packages – broaden knowledge / skillsDefinition of competenceInstitution vs workplace deliveryG:6131_ADG TAFE\GP-OADG-IVP-BNE\1.TAFE Futures\Program Planning\Training Environment Context
18Approximately 90% of state schools and a significant percent of non- state schools are RTO’s.
19The senior phase of learning Career planningVET CertOPRegistrationSenior Statementall learning achievementsCPCSE(QCIA)Learning accountQCEpattern and standardThese are the different components that work together in the senior phase of learning.In Year 10, a young person will develop a career plan (SET plan) to help them plan for possible careers and develop a program of study to provide the pathway to their future goals.In the year prior to turning 16, that person will register with the Queensland Studies Authority and open a learning account.Recordable amounts of learning, called learning achievements, can then be banked into the learning account.There are a number of outcomes that could arise from this learning account:a Senior Statement – the record of all learning achievements banked by someone completing Year 12a Queensland Certificate of Education – attesting to a significant amount of learning at a set standard and meeting literacy and numeracy requirementsan OP – indicating a student’s rank order position based on overall achievement in Authority subjects and used to gain entry to universitiesa VET Certificate – certifying competence in a course or qualification levelThe Certificate of Post-Compulsory School Education, (proposed to be renamed as Queensland Certificate of Individual Achievement in 2008) . This certificate recognises schooling achievements by students with special needs on individual learning programs that cannot generally be recorded on the senior statement.Now, let’s look at each of the components of career planning (SET planning), Registration and Learning accounts in a little more detail.Legislation: Compulsory Participation Phase
20Pathways, Partnerships Clearly identified and seamless pathways from school to vocational and/or tertiary educationView education sector holisticallyOne school alone cannot be all things to all students
22A partnership project between DETA, BNIT (Bracken Ridge) and QUT Accounting Pathways Project incorporating FNS Certificate III Financial Services (Accounts Clerical)Brisbane North and Brisbane Central & West DistrictsAccounting Curric is mapped against CERT 111 fs and a credit transfer process has been developed for the overlap.A partnership project between DETA, BNIT (Bracken Ridge) and QUT
23Blended-delivery Model Virtual / Online DeliveryIndustry EngagementMentoringFace-to-face WorkshopsVocational OutcomesUniversity AttendanceYr 11 & 12AccountingBlended-delivery Model
24QCE credit table Core credit Preparatory credit Enrichment credit Advanced creditAuthority or Authority-registered subject* 4(except Functional Maths/English)Senior external examination 4VET Certificate II 4VET Certificate III – IV 8school-based apprenticeship and traineeship 4tailored training program 4international learning program 4VET certificate I (maximum of 2 can count) 2an employment skills development program (only 1 can count) 2a re-engagement program (only 1 can count) 2a recognised certificate or award in areas such as music, dance, drama, sport and community development 1a negotiated workplace, community or self-directed learning project 1structured workplace or community learning 1Authority extension subject 2a one-semester university subject achieved while at school 2a two-semester university subject achieved while at school 4competencies in a diploma or advanced diploma over at least one semester (or its equivalent) 2To be eligible for a QCE, a young person must complete 20 credits, achieve the required standard and meet literacy and numeracy requirements. This credit table details the types of learning that can contribute towards a QCE, their value and the standards required.Notes:Students must attain at least 12 credits from completed core courses of studyStudents may also include up to 8 credits from a combination of core, preparatory, enrichment or advanced coursesSome VET certificates III and IV attract less than 8 credits (see slide 55 for details)For a young person who has gained at least 12 credits from completed core courses but has not achieved 20 credits overall, up to two semesters of Authority and Authority-registered subjects at Limited Achievement can be conceded towards the award of a QCE, if needed, providing the student has exited the subject(s) after the first or second semester of the courses. Talk more about this later, in slide 39.* It is important to note that Functional Mathematics and Functional English, while appropriate for some students, will not contribute credit towards the QCE.Minimum of 12 creditsMaximum of 4 creditsMaximum of 8 credits
25Future Pathways (Further study/ part time employment) After Yr 12Employment with Certificate III level qualificationQUT/ACU(Further study/ part time employment)BNIT(Further study/ part time employment)
26In summary…Enables students to develop independent learning skills necessary for university and/or vocational successProvides seamless pathways through to vocational and tertiary educationAssists students to make informed career decisionsStudents exit school with a nationally recognised qualification – Certificate III Financial Services (Accounts Clerical) – 8 points towards QCEIs a blended delivery model that engages students and meets their learning needsPartners with industry Financial Sector professional bodies - CPA Australia, Institute of Chartered Accountants and leading Accounting firms
27Healthy Futures (2005 pilot - state-wide) 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 phaseawareness raising/marketing to studentsStudents undertake mentored work experience placementsStudents 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/employmentAchievement contributes to QCECurriculum option now available for schools – link to ScienceThe program arose from a scan of the local community where it was identified that the Health and Allied health industry was the second largest employer yet school-industry relationships were very limited if existent at all, entry into the industry was considered to be primarily through tertiary graduation, very few young people considered the industry as a career option, the industry was experiencing substantial current and future employee shortages and staff recruitment often involved an overseas component.To address these concerns, the Healthy Futures program commenced in Our two key industry partners are Sandgate Masonic Care and Metropolitan North Health District.
28Full-time employment Assistant Nurse PathwaysCertificate IIIBachelor of NursingAllied HealthAged CareHealth CareAssistantDiploma of NursingDiploma of Health CareAssistantFull-time employment Assistant Nurse
29Outcomes (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.Strong collaborative and productive partnerships between industry partners, TAFE’s, Universities and schools.Articulation arrangements in place with TAFE’s and Universities to ensure pathways beyond completion of ASBA.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.
30Partners North Brisbane Metropolitan Health District Masonic Care Qld (Sandgate)Sunshine Coast Institute of TAFEAustralian Catholic UniversityUniversity of Queensland
31Meaningful student support – key features High quality learning opportunitiesRange of Certificate III courses delivered flexibly to meet diverse student needs.Committed partnersA shared vision and implementation across a range of health care organisations, universities, TAFE’s, community organisations, and schools.Strong coordinationLiaison/facilitation with all partners to support student and successful outcomesCurriculum developmentIntegration of aspects of the industry into appropriate subject areas to provide relevance and authentic learning experiences.Articulation arrangementsGuaranteed entry to Training and Tertiary Institutions developed through partnership commitment and trustIn summary…
32Possible Aged Care Pathways Degree courses in Social Science eg Social WorkDegree Courses In Health eg Medicine or Allied HealthDegree Courses in Registered NursingDiploma in Community Welfare WorkDiploma in Community Services ManagementDiploma in Enrolled NursingCertificate IV in Service Co-ordination or Certificate IV in Aged CareCertificate IV in Community WorkCertificate III in Aged Care WorkPrimary PathwayAlternative Pathways
33Possible Health Pathways Degree Courses in Social Science eg. Social WorkDegree Courses In HealthDegree Courses in Registered NursingDiploma in Community Welfare WorkDiploma in Enrolled NursingCertificate III in Allied HealthQualifications in Health Assistance or Health Technicians eg. Allied Health Assistant, Mortuary ServiceCertificate IV in Community WorkHealth Services eg. Food Services, Laundry Services, Administration, etc.Primary PathwayAlternative Pathways
34Certificate II in Sustainable Energy (Career Start) Des – why we went with electrotechnologyNew training package opened Cert I and Cert II opportunities that linked really well with existing curriculum. STA were developing down to Cert III – if Cert II developed, science students have a vocational pathway and additional qualification.
35Course Development Schools STA (BNIT) Griffith QSA Industry Science 21 PartnershipsSchoolsSTA (BNIT)GriffithQSAIndustryMappingScience 21Multi-strandPhysicsChemistryDiploma Renewable EnergyHolistic approachFlexible deliveryMultiple pathwaysArticulation arrangementsTeacher PDPartnered with STAMapped vocational certificate courses against school science curriculum ie Science 21, Multi-strand, Physics, ChemistryIdentified overlap and omissionsLooked at what students doing in science – how does this connect to vocational education, further tertiary study and employment?Holistic course development and delivery based on flexibility to meet individual learning needs and multiple pathway options.
36Cert 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.
39The mobile workshopsA 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
40Some activities/resources to be used with students. Teachers participating in PD activities in preparation of course roll out next year.Some activities/resources to be used with students.
41Teacher PD needs TAA qualification Certificate II qualification Demonstration of practical skillsWiring diagrams and solar energy installationsCompleting remainder of course onlineMy-Tafe inductionChanging role of classroom teacher
42SAVE expansion 156 today – State-wide and National Water OperationsCADGISConservation and Land managementClean productionWaste Management