Presentation on theme: "Key Policy Directions Impacting on Community Colleges Community Colleges NSW Conference 20 May 2009 Helen de Silva Joyce, Director, Community and Migrant."— Presentation transcript:
Key Policy Directions Impacting on Community Colleges Community Colleges NSW Conference 20 May 2009 Helen de Silva Joyce, Director, Community and Migrant Education Gina Perks, ACE Unit Coordinator
MINISTERIAL COUNCIL FOR VOCATIONAL AND TECHNICAL EDUCATION Ministerial Declaration on Adult Community Education December 2008 GOALS ONE :Work together to strategically position ACE to deliver vocationally focused courses by optimising the contribution of community education and training providers towards increasing vocational education and training employment outcomes. TWO :Optimise the capacity of community education and training providers to deliver vocationally focused courses, leading to increased workforce participation and building personal, social and economic capital. THREE :Extend the participation of individuals in vocationally focused courses in ACE, which will enable individuals to participate in the labour market and lead active and productive lives. FOUR :Demonstrate the quality of ACE outcomes in developing human and social capital.
SKILLS AUSTRALIA – Foundations for the Future – Draft Proposals for Future Governance, Architecture and Market Design for the National Training System April 2009 More rigorous and consistent approaches in State purchasing arrangements. Quality providers, best practice, nationally agreed core standards for provider performance and evidence of outcomes. Stimulate operational independence of TAFE for greater diversity in service provision. Adopt a purchasing approach as the preferred model for market reforms in VET. A national VET regulatory body for registration and audit of VET providers. Rapid response to poor RTO performance. Checking financial viability and track record of RTOs as a standard requirement for eligibility for funding. More closely integrated tertiary sector.
Higher level of course completions and participation in higher level programs by those from lower socio-economic groups. Increased consumer choice. More public information about provider performance and outcomes. Job outcomes, satisfaction, learner engagement, course completion. AQTF 2007 Quality Indicators (learner engagement, employer satisfaction and competency completion) – In future RTOS will be required to collect data on indicators for continuous improvement and for registering bodies to assess risk of RTO operations. Purchase skill outcomes. Strengthened purchasing arrangements to provide for an increase in the proportion of contestable funding among high quality providers. Industry engagement – Genuine engagement between employers and RTOs. Option to increase purchasing by employers and learners. SKILLS AUSTRALIA – Foundations for the Future – Draft Proposals for Future Governance, Architecture and Market Design for the National Training System April 2009
National Agreement for Skills and Workforce Development Council of Australian Governments (COAG) TARGETS – Long term (out to 2020) and aspirational 1.Halve the proportion of Australians ages without qualifications at Certificate III level and above between 2009 and Double the number of higher qualification completions (diploma and advanced diploma) between 2009 and Provides funds for the ACE Program - Now includes Indigenous funds previously received separately as IEP Adult Learners Week
OBJECTIVES All working age Australians have the opportunity to develop the skills and qualifications needed, including through a responsive training system, to enable them to be effective participants in and contributors to the modern labour market. Individuals are assisted to overcome barriers to education, training and employment, and are motivated to acquire and utilise new skills. Australian industry and businesses develop, harness and utilise the skills and abilities of the workforce. National Agreement for Skills and Workforce Development Council of Australian Governments (COAG)
OUTCOMES The working age population has gaps in foundation skills levels reduced to enable effective educational, labour market and social participation. The working age population has the depth and breadth of skills and capabilities required for the 21st century labour market. The supply of skills provided by the national training system responds to meet changing labour market demand. Skills are used effectively to increase labour market efficiency, productivity, innovation and ensure increased utilisation of human capital. National Agreement for Skills and Workforce Development Council of Australian Governments (COAG)
OUTPUTS The following outputs will act as a proxy to measure progress towards outcomes. National Agreement for Skills and Workforce Development Council of Australian Governments (COAG) Number of enrolments in VET Number of course completions in VET Number of unit/module completions in VET Number of course completions by Indigenous Australians in VET Number of enrolments by Indigenous Australians in higher level vocational education and training qualifications
DEFINITIONS FOR THIS AGREEMENT Unit/Module Completion = Competency achieved or RPL granted Course completion = qualification awarded Higher level qualification = Certificate III or above National Agreement for Skills and Workforce Development Council of Australian Governments (COAG)
Questions for the ACE Program and Community Colleges SCH still collected and reported NOW the key indicators are the number of SUCCESSFUL completions and attainment at a Certificate III and above. Indigenous completions and attainment How can we as community colleges and the ACE Unit demonstrate that non-accredited VET and Certificate I and II levels are truly pathways to higher level qualifications? What cold hard facts can we provide? How well are we currently achieving in these areas? What areas do we need to focus on?
2005 – 2007 National Agreement Targets Outputs 1 and 2: Course enrolments and course completions in VET Points to note: 15% increase in number of Qualification/Course enrolments % increase in number of Qualification/Course completions No funding source information, therefore all completions shown
2005 – 2007 National Agreement Targets VET Load Pass Rate: VET Load Pass Rate used by ANR Calculation is nominal hours in assessable modules or units of competency completed with a pass assessment over total nominal hours for all students who were assessed and either passed, failed or withdrew Does not include continuing and non-assessed in calculations
2005 – 2007 National Agreement Targets Output 3: Unit/Module Enrolments and Completions in VET Points to note: Completions = Pass and RPL granted 33% increase in number of VET UoC/Module completions Large proportion of outcomes are non-assessed or continuing (see next chart)
2005 – 2007 National Agreement Targets
Output 4 : Course completions by Indigenous Australians Points to note: 116% increase in number of indigenous VET Qualification/Course completions
2005 – 2007 National Agreement Targets Output 5: Enrolments by Indigenous Australians in higher level VET qualifications Points to note: 146% increase in number of Indigenous VET course enrolments Certificate III and above % increase in number of students identifying as Indigenous
2005 – 2007 National Agreement Targets Number of students in CSWE/CGEA Levels I-III: Points to note: 10% increase in overall number of students enrolled in CSWE/CGEA I-III courses
2005 – 2007 National Agreement Targets Students enrolled in Certificate III and above aged and years: Points to note: 40% increase in number of students aged years enrolled in Certificate III and above % increase in number of students aged years enrolled in Certificate III and above Age unknown shown as a factor likely to affect the actuals above
2005 – 2007 National Agreement Targets Higher Qualification completions (Diploma and Advanced Diploma): Points to note: 246% increase in number of Diploma completions
Challenges and Opportunities for ACE How can we demonstrate that non-accredited VET and Certificate I and II levels are truly pathways to higher level qualifications? Increasing our offerings in Certificate III and above Analysing what the completions data really means. Improving completions – Is this a data issue or a delivery issue? Sharing our successes in working with industry Raising the profile of community colleges in meeting the changing agendas in VET Have ideas? Share them at the ACE Big Issues session after lunch or at the VET managers session tomorrow morning.