Presentation on theme: "“I didn’t think I could go to uni, you know, wasn’t clever enough, then I went to TAFE first and that changed my mind…. ……….I wouldn’t be here if it wasn’t."— Presentation transcript:
“I didn’t think I could go to uni, you know, wasn’t clever enough, then I went to TAFE first and that changed my mind…. ……….I wouldn’t be here if it wasn’t for my teachers….I mean my TAFE teachers as well” “A kid like me wouldn’t go to a place like this (uni) if I wasn’t doing this
The changing skill requirements of Australian industries. Initial entry level training outdated over the individual’s lifetime. Jobs appear and disappear. Changing demographics Declining youth base. International markets The physical demands of many occupations. The impact of an ageing workforce physical requirements of some work means older workers need new skills to work in less physically demanding jobs. Demand-based funding for higher education Tertiary institutions are in competition with each other Reduced Government funding for traditional patterns of study Rise and Rise of technology Anywhere, anytime! Regulatory and compliance issues are increasingly becoming more complex in most industries. Initial training is quickly outdated resulting in safety and compliance concerns with existing workers. Environmental and OHS legislation impacts The organisation of work is changing. Pre-fabrication, PM techniques, technology, new work organisation which requires new skills for workers to remain employable.
What research? National survey 2500 successful “transitions” Return rate of 80% Case studies/interviews with 50 successful “transitions” 36 were construction/surveying/architecture/planning degrees
What factors greatly enable students to transition successfully between VET and HE? - successful means retention, participation and completion.
What factors enabled you to transition between TAFE and HE?
Critical Factors that enable learning transitions between VET & HE?
the sustained interventions of “people-rich” resources, particularly teachers and staff
the engagement of learners through supportive learning experiences in VET that encouraged on-going learning and upskilling in HE areas;
the building of confidence and motivation in learners through VET/HE shared experiences
the collaboration and deep communication between the VET(TAFE) and University(HE),
the recognition of the value of VET learning through admission, orientation, transition activities, recognised credit for prior studies and supportive programme architecture That recognition means everyone and everything!!!
the sustained interventions of “people-rich” resources, particularly teachers and staff, the engagement of learners through supportive learning experiences that encouraged on-going learning and upskilling; the building of confidence and motivation in learners through VET/HE shared experiences the collaboration and deep communication between the VET(TAFE) and University(HE), providers the recognition by universities of the value of VET learning through admission, orientation, transition activities, recognised credit for prior studies and supportive programme architecture
Can factors make a difference? “When I started the diploma I wasn’t really thinking about the degree you know...it was just as I was finishing I talked to (teacher x name)...who told me about the degree”.(UTS, NSW) “At work they told me the degree would be more helpful...I wasn’t sure till I spoke with Mr. X.” (Holmesglen, Vic) “Well at UWS College, they would recognise that the students like me are different and treat them like that....you know different teaching ways and different resources and things.....then when we got to UWS, they knew what we had done, they sort of recognised it and you didn’t have to always explain what you knew and the teaching was very similar….” “The teacher we had was fantastic; he had a lot of experience and things in project management, so it just got me all excited about doing the work and going on.....to UTS.”
If I hadn’t done this programme I wouldn’t know of the pathways now I know I can always come back to University and try to get another degree” (Curtin,WA) “I definitely think TAFE helped build my confidence to cope here...the ones straight from school are not as motivated ( Uni SA) “Obviously I used TAFE as a stepping-stone to here, but I learnt a lot along the way. I’m much better off, I’ve got much more than a stepping stone... I had one-on-one learning, I learnt the environment (of tertiary education), it was an adult environment. I’m more reliable on myself now thanks to TAFE experience”. (Newcastle, NSW) “I probably think it was the best thing that I did, was to do that first and then go through to the degree because I don’t think that I could have gone from school and have the same sort of success that I’m having now at university as I would if I hadn’t gone through the path that I had” (Curtin, WA)
“yeah, I did diploma first, you know I never intended to do this, but the teachers all knew each other and said go and talk with Mr X, that way I didn’t have to do much effort myself” (UniSA) “the best thing we did was the electives you think that it would be hard, but I found out it wasn’t and then they said you can get credit, so that helped me change my mind and then my friends said try anyway” ( Curtin) “ well I did the bushfire house challenge thing and I saw the degree kids and I knew as much as them and the teacher got us all working together and I thought, like, I am one of them” “Ms X used to teach us and she teaches me now in the degree…that is the best part I think of it”
Real client, real work, real people …… International Journal of Phytoremediation Assessment of Potential Indigenous Plant Species for the Phytoremediation of Arsenic-Contaminated Areas of Bangladesh
The workshop consisted of: A final year plumbing apprentice A plumbing student Three (sustainable systems) engineering students A science graduate an environmental engineering student Two plumbing teachers A media graduate A construction lecturer CAD teacher A cartoonist An RMIT VET co-ordinator 16 people in all-different skills and knowledge, real work. Four students and three staff members were selected as the “presentation” team, whilst the other students and staff formed the “pit team”
12 credit points across AQF levels 5,6,7…..or negotiated assessment.