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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,

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Presentation on theme: "A Model for Engaging and Evaluating Innovative Cross- Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, 18 2009 Turin,"— Presentation transcript:

1 A Model for Engaging and Evaluating Innovative Cross- Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, Turin, Italy Managing the Transition from General Schooling to Vocational Careers Wayne Delaforce & Judi Buckley

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3 South East Queensland urban development footprint 1981 Approx 1.1Million

4 Urban footprint 2001 Approx. 2.3 Million Second only to Phoenix Arizona in global percentage growth KPMG 2006

5 Reality or exaggeration? 2026 and beyond 3.4m, 3.6m, 3.83m Approx 4 Million

6 Population growth in Queensland? We grow a new net Queenslander every 5 minutes 36 seconds

7 Population growth in Queensland? We grow a new net Queenslander every 5 minutes 36 seconds am Last Friday

8 Basil Bernsteins idea of classification Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London: Taylor and Francis

9 Boyer: applied institutions Scholarship of Research Scholarship of Teaching Scholarship of Application Scholarship of Integration Overlapping [academic] neighbourhoods

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11 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

12 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 /32003/72003 Intervention Outputs Mechanisms Variables Moderators Outcomes Summary IMPACT

13 Analytics, Diagnostics, and Evidence- Based Education Insight Information Value Optimization Predictive Modeling Forecasting Reporting / OLAP Data Management Data Access What will happen next? Whats the best that can happen? How Much? How Many? What Happened?

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15 Global Environment Federal Agenda QLD Government DETA Economy Boom – skills shortage Bust – retain skills Demography Population growth Ageing Embedded disadvantage – still unemployed – 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 (cant be done by ID / BDM) Good relationships with clients Childcare strategy Strategic capital program Q2 (Strong, Green, Smart, Healthy, Fair) 2020 Target: 75% of QLDers Cert III or above Reducing State revenue 2009 Commitments Employment –Create new jobs over next 3 yrs –$47m over 3 yrs for aid green work placements for up to QLDers –$10m over 3 yrs for subsidised Green Traineeships for up to 700 QLDers –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, up skill, and job seekers over 4 yrs with 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 peoples talents & ideas will create a dynamic & innovative organisation QSP 2006 – training system that Works for Queensland Works for industry and employers Works for trades: extra trade training places available in each year by 2010 Works for individuals: 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: G:6131_ADG TAFE\GP-OADG-IVP-BNE\1.TAFE Futures\Program Planning\Training Environment Context 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

16 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 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 Govt 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 Austs labour market needs to give advice to Cwealth about the effectiveness of university & VET systems in meeting the broad range of Australias skills needs. Australian Universities Will be funded on basis of student demand from 2012 (i.e. will fund a Cwealth 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 2012 VET Student entitlement model – under public debate & discussion Income support for students Bradley recommended changes being examined, response provided at time of Budget Regional Australia Cost of providing quality teaching & research will be examined and a new, more logical basis for funding introduced Date: G:6131_ADG TAFE\GP-OADG-IVP-BNE\1.TAFE Futures\Program Planning\Training Environment Context 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 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 Reform Two 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 / skills Definition of competence Institution 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

17 Professional Doctorate Course Work Masters Degree Graduate Diploma Graduate Certificate Cert IV Educational Continuum DRAFT ISCED – 97 ISCO Skills Levels Time AHC Equivalent Comparative Hrs Early Childhood Middle School Secondary School SAT and VET IN Schools University Schools Programs Cert III Cert II Cert I Advanced Diploma Diploma Trade Masters Vocational Graduate Diploma Vocational Graduate Certificate Trade Honours Bachelor Degree Associate Degree Advanced Diploma Diploma Bachelor Degree PhD Research Masters Honours COAG Priorities Compulsory Non 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/ Higher Education/Position Paper/AQFC V1.0 (3)

18 Approximately 90% of state schools and a significant percent of non- state schools are RTOs.

19 Learning account Registration VET Cert OP Senior Statement Legislation: Compulsory Participation Phase pattern and standard all learning achievements Career planning CPCSE (QCIA) The senior phase of learning QCE

20 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

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22 Accounting Pathways Project incorporating FNS Certificate III Financial Services (Accounts Clerical) Brisbane North and Brisbane Central & West Districts A partnership project between DETA, BNIT (Bracken Ridge) and QUT

23 Blended-delivery Model Virtual / Online Delivery Industry Engagement Mentoring Face-to-face Workshops Vocational Outcomes University Attendance Yr 11 & 12 Accounting

24 QCE credit table Core credit Preparatory credit Enrichment credit Advanced credit Authority or Authority- registered subject*4 (except Functional Maths/English) Senior external examination4 VET Certificate II4 VET Certificate III – IV8 school-based apprenticeship and traineeship4 tailored training program 4 international learning program4 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 development1 a negotiated workplace, community or self- directed learning project1 structured workplace or community learning 1 Authority extension subject2 a one-semester university subject achieved while at school2 a two-semester university subject achieved while at school4 competencies in a diploma or advanced diploma over at least one semester (or its equivalent) 2 Minimum of 12 credits Maximum of 4 creditsMaximum of 8 credits

25 Future Pathways After Yr 12 Employment with Certificate III level qualification QUT/ACU (Further study/ part time employment) BNIT (Further study/ part time employment)

26 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 In summary…

27 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 ( 2005 pilot - state-wide)

28 Certificate III Allied Health Aged Care Health Care Assistant Pathways Bachelor of Nursing Diploma of Nursing Diploma of Health Care Assistant Full-time employment Assistant Nurse

29 Outcomes (from 2006) 36 signed into ASBA35 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 TAFEs and Universities to ensure pathways beyond completion of ASBA. Strong collaborative and productive partnerships between industry partners, TAFEs, 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.

30 Partners North Brisbane Metropolitan Health District Masonic Care Qld (Sandgate) Sunshine Coast Institute of TAFE Australian Catholic University University of Queensland

31 Meaningful student support – key features

32 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

33 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

34 Certificate II in Sustainable Energy (Career Start)

35 Course Development

36 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.

37 Competencies overview in a schematic framework

38 Website Flowchart

39 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

40 Teachers participating in PD activities in preparation of course roll out next year. Some activities/resources to be used with students.

41 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

42 156 today – State-wide and National SAVE expansion 156 today – State-wide and National Water Operations CAD GIS Conservation and Land management Clean production Waste Management

43 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

44 Thank You


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