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Some Observations CEET Presentation, August 23, 2001 Some Observations CEET Presentation, August 23, 2001.

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Presentation on theme: "Some Observations CEET Presentation, August 23, 2001 Some Observations CEET Presentation, August 23, 2001."— Presentation transcript:

1 Some Observations CEET Presentation, August 23, 2001 Some Observations CEET Presentation, August 23, 2001

2 Background HExecutive Director, TCCAV/VTA –2½ years HDirector, Kangan Batman TAFE –11 years HDeputy Vice-Chancellor TAFE, Swinburne University of Technology –3½ years HDirector/CEO, Chisholm Institute –since May 2001

3 Overview zHistory/Context zLegal Framework zKey Issues zTensions zAdvantages of each Sector

4 National Scene Hgeographic contiguity Hisolation/distance Hexperimentation Hinternational student marketing Hspecific disciplines, target markets Most examples of intersectoral operations a result of: Note: No ‘sandstone’ University has a significant intersectoral focus Examples: Northern Territory, Wollongong, Curtin, Batchelor, Australian Maritime College, UWS, Charles Sturt

5 Dual Sector Institutions HLong history in Victoria –CAE/TAFE prior to University/TAFE –not replicated to same extent in other states HOver time: –some shed their TAFE components –some retained them HTAFE now predominantly linked to Universities of Technology

6 TAFE strengthens HE Generalisations: HSome CAE’s that shed TAFE sectors did not survive the Dawkins mergers: –Preston, Caulfield, Footscray HThose that retained their TAFE sectors avoided amalgamation: –RMIT, Swinburne

7 Impact of HE/TAFE Linkages HTAFE in Victoria more autonomous than in any other state H(also assisted by previously autonomous technical schools) Hstrong industry, applied focus HVictorian TAFE arguably: –more entrepreneurial –more cost-effective

8 Existing Dual Sectors HRMIT University HSwinburne University HVictoria University HBallarat University HThe University of Melbourne - Institute of Land and Food Resources (former VCAH)

9 Dual Sectors: No Single Model integratedseparatehybrid continuum 2 Seamlessness 4

10 Dual Sectors: No Single Model HExtent of overlap of programs HRelative size of TAFE/HE operations HPerceived importance of market differentiation vs seamlessness HHistorical issues e.g.: campus locationsprogram colocations use of equipmentindustry linkages Council membershippersonalities

11 Simplified Differentiation Higher Education Hfurther study Hqualifications Hprovider-driven Hmostly full-time Hresearch oriented Hmid-point entry HDETYA funding TAFE Hemployment Hskills Hindustry-driven Hmostly part-time Happlied orientation Hoperator entry level HETTE funding

12 Cultures Higher Education Hpart of academia Hresearch oriented Hmultiple cultures Hdiversity Hdiscipline focus, niches Hcompetitive/collegiate TAFE Hpart of TAFE system Hconsultancy oriented Hone culture Hcohesion/coordination Hindustry focus, generic Hcollegiate/competitive Dual sector advantage strengthened if cultures can blend

13 Recent Government Policy HMixed models support competition: –dual sector institutions –large stand-alone (esp. metropolitan) –smaller stand-alone (esp. rural) HDual sectors could be larger –outcomes of Ramler Review –expansion of VUT, RMIT, Swinburne, Ballarat –TAFE seen as boosting universities

14 Dual Sector Context HUniversity operates under own State Act –specific arrangements for TAFE HVice-Chancellor is: –CEO –Council Member –accountable to Chancellor

15 TAFE: Dual Sector HDesignated Director of TAFE –not necessarily a member of Council –powers of employer under VET Act –otherwise subject to University Act –accountable to Vice-Chancellor and university Council HDesignated Board of TAFE (advisory) HGreater autonomy of University has flow-on effects to TAFE

16 TAFE: Single Sector HOperates under VET Act HTAFE Director is: –CEO –Council member –employer for the purposes of the Act HCEO status impacts on emphasis placed on TAFE cf dual sector TAFE

17 Key Issues HStrategic Planning HSeamless Options HInternational Marketing HIndustry Consulting HCareer Development/Succession Planning

18 Tensions: HE and TAFE HUniversity pressure for high ENTER scores Hcompetition for students at medium ENTER score Hcompetency, graded assessment Hpressure of viable student groups HVictorian universities: little/no growth Hnational recognition: public/private RTO’s Applies whether in dual or single sector situation

19 Tensions: TAFE Hexplaining training packages –mapping to degrees –determining credit transfer –preserving the integrity of competency Hhigh expectations of articulation –not always realistic Hcompetition for students H‘poaching’ of TAFE staff HVictorian TAFE: no recurrent growth Applies whether in dual or single sector situation

20 Strategic Planning Dual Sector HTAFE strategic plan a subset of University plan HAdvantages/dis- advantages from being part of a ‘bigger picture’ Single Sector HTAFE strategic plan developed in its own right Hadvantages/dis- advantages from focussing solely on TAFE Competitor analysis needs to include TAFE in both cases

21 Seamless Options Hguaranteed learning pathway Hguaranteed entry* Hcredit transfer* Hdual awards* Hcommon first year Hnested programs Hadvanced standing* HRPL/RCC* * possible in both models BUT dual sector does not guarantee success

22 International Market Anomalies: HTAFE/VET not well-developed in many countries esp. Asia  don’t distinguish between sectors Hcultural preference for universities Htraining requirements often more akin to TAFE than HE Hideally, dual sectors can provide best of both worlds

23 Industry Consulting Dual Sectors: Anomalies Hdual sectors can offer ‘shop-floor to boardroom’ training –certificate to PhD Hconsulting conflicts with Universities’ incentives to engage in research Hnot self-evident that dual sectors will exploit industry consulting potential –cf Deakin Australia

24 Industry Consulting Single sector TAFE: Hmainstream delivery and working in industry –recognised synergy –potential at national level –consortia arrangements Hemphasis on work-based delivery –not mirrored in HE Hworking in industry key source of income generation and career variety

25 Career Development & Succession Planning Single Sector HInstitute-based employment: staff career development planning confined to internal possibilities (limited) Hteachers’ only real career path is in management HPACCT/HEW staff have few options HTAFE specific staff development

26 Career Development & Succession Planning Dual Sector HUniversity-based employment: staff career development planning confined to internal possibilities (broader) Hteachers can pursue teaching-based career thru’ promotion to HE (can create other problems e.g. poaching) HPACCT/HEW staff have more options Hjoint staff development programs

27 Seamlessness - Dual sector Hin best case scenario, seamlessness enhanced Hdual sector status no guarantee Single sector Huniversities with commitment to articulation will work equally with single sectors HTAFE in better negotiating position Only one of a range of areas of possible competitive advantage for dual sectors

28 Potential Dual Sector Advantages Students Curriculum Staffing Finance Facilities Markets Research èseamless educational opportunities èprogram synergy/nesting èprofessional development, careers èeconomies of scale, savings èefficient facilities, equipment usage ècertificate to PhD èacross both sectors

29 Potential Single Sector Response Students Curriculum Staffing Finance Facilities Markets Research èTAFE the best solution for many - small personalised learning settings èsolely focussed on TAFE outcomes ècareer TAFE personnel èeconomies of scale, savings èefficient facilities, equipment usage èdifferentiate within VET èestablish TAFE capability, collaborate.

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