Presentation on theme: "Using Data to Enhance Skills for Learning, Living and Working in the 21st Century An Australian Perspective Ralph Saubern Director, Professional Resources."— Presentation transcript:
1Using Data to Enhance Skills for Learning, Living and Working in the 21st Century An Australian PerspectiveRalph SaubernDirector, Professional ResourcesDAVE
2OutlineIntroduction to the Australian Council for Educational Research (ACER)Brief Background to the Australian Vocational Education and Training (VET) sectorPart 1: Using Data to Enhance Skills for Learning, Living and Working in the 21st CenturyPart 2: Measuring Student Achievement (if time and interest!) or demo of the Core Skills Profile for Adults (CSPA)
3Australian Council for Educational Research (ACER) ACER was established in 1930 with a grant from the Carnegie Corporation to promote 'the advancement and diffusion of knowledge and understanding'.ACER’s mission is to create and promote research-based knowledge, products and services that can be used to Improve Learning across the life span.As a not-for-profit organisation, independent of government, ACER receives no direct financial support and generates its entire income through contracted research and development projects and through products and services that it develops and distributes.ACER has experienced significant growth in recent years and now has more than 300 staff located in Melbourne, Sydney, Perth, Brisbane, Adelaide, Dubai and New Delhi .
4ACER RoleData Gathering: A major aspect of ACER’s work is to assist educational decision makers at all levels in their collection, analysis, interpretation and use of reliable data. Our purpose is to assist in the development of clearer pictures and understandings of educational challenges, opportunities and progress over time. Action Planning: A second major aspect of ACER’s work is to assist educational decision makers at all levels in their identification and implementation of evidence-based policies and practices. Our purpose is to promote better outcomes for all learners through the use of approaches that have been demonstrated to be effective in practice. Delivery: A growing part of ACER’s work is to work directly in providing services such as specialised professional learning, quality assurance and monitoring of educational providers and certification and accreditation of professionals and learners.
5ACER ResearchACER has two research divisions, each with a number of programs.Assessment and Psychometric Research DivisionAssessment and ReportingPsychometrics & MethodologySystemwide TestingEducational Monitoring and Research DivisionNational SurveysInternational SurveysHigher EducationPolicy Analysis and Program EvaluationTeaching, Learning & Transitions
6Examples of Major Research Projects Program for International Student Achievement (PISA) Assessment of Higher Education Learning Outcomes (AHELO) Australasian Survey of Student Engagement (AUSSE) Australian National Assessment Program – Literacy and Numeracy (NAPLAN) Australian National ICT Literacy Assessment UAE National Assessment Program Financing TVET in the Pacific
7ACER ServicesACER’s services division is called Professional Resources Division. It includes six business units:ACER Institute (professional learning)ACER Press (publications and resources)Cunningham LibrarySchool Assessment ServicesHigher Education Assessment ServicesVocational and Workforce Assessment ServicesThrough its Professional Resources Division, ACER seeks to support and influence the work of professional practitioners and educational organisations by providing research based tools which support practitioners to analyse and understand the situations they confront (e.g., through data collection, analysis and reporting) and products and services to address identified needs (e.g., professional resources and professional learning).
8Examples of Major ACER Services Professional learning, conferences and seminars for educators and educational leaders Publications and resources for educators and educational leaders Monitoring and certification of student achievement in literacy, numeracy and science Admissions testing for schools and university Quality assurance and monitoring services for education and training organisations
9Vocational, Adult and Workforce Education ACER works with governments, industry, educational providers, trainers and learners on a wide range of vocational, adult and workforce education research and assessment services.ACER expertise includes:language, literacy and numeracy (LLN) testingyouth and adult literacy and numeracy assessment and surveyscareers and vocational interest assessmentscurriculum and standards developmentquality and benchmarking servicesteaching and learning consultanciespolicy and program evaluationsurveys on pathways and transitionspsychometric and statistical analysisselection testing.
10Vocational ResearchACER undertakes a broad range of research and program consultancies in youth and adult education, vocational and workforce education contexts in Australia and globally for institutions, industry, governments and a wide range of stakeholders:Apprentice Retention EvaluationAustralasian Survey of Student EngagementDeployment of AQTF Quality IndicatorsEducation and training and the avoidance of financial disadvantageEquity in VETExpectations, Transitions and destinations of NSW YouthFunding for Tertiary Education and TrainingIndigenous Youth TransitionsInvestigations of Outcomes-based AuditingLeadership Capabilities for Australian Vocational Education and TrainingOn Track Annual Student SurveysNZ Tertiary Education Commission Adult Literacy and Numeracy AssessmentProgramme for International Assessment of Adult Competencies (PIAAC)Providing support for disadvantaged learners in Australian VETYouth Career Transitions
11Vocational ServicesACER’s Vocational and Workforce Assessment Services specialises in the design, development and operation of testing programs and quality benchmarking services for VET providers, government and industry. This includes: large scale assessment programs; secure, high stakes selection testing services; and computer assisted, diagnostic and workforce planning assessments.AQTF Quality Indicator Support ServicesCore Skills Profile for AdultsNational Foundation Skills Assessment ToolVocational Selection Test
12Background to the Australian VET sector The vocational education and training (VET) sector is the sector in Australia responsible for education and training for work. VET in Australia provides people with the skills and knowledge they require to:enter the workforce for the first timetrain or re-train for a new jobupgrade their skillsmove into further study in VET or University.The key elements of the Australian VET system that are designed to ensure quality and national consistency in relation to qualifications and the delivery of training are:Australian Qualifications FrameworkAustralian Quality Training FrameworkIndustry skills councilsRegistered training organisations.
13Background to the Australian VET sector - by numbers There were 1.9 million students enrolled in the public vocational education and training (VET) system in 2011.12.0% of people aged 15 to 64 years participated in the publicly funded VET system32.1% of Australians aged between 15 and 19 years participated in VET (25.4% of all students were aged between 15 and 19 years.)The number of qualifications completed in 2010 wasTotal expenditure on VET in Australia in 2011 was $4.8 billion ($4.4 billion in 2010)
14Background to the Australian VET sector – enrolments by level AQF qualification20102011Diploma or higher233,000262,000Certificate IV254,100305,900Certificate III553,300608,100Certificate II312,300314,900Certificate I90,00083,900Non-AQF356,300306,900
15Background to the Australian VET sector – training organisations VET in Australia is offered by Registered Training Organisations (RTOs). The largest number of these are private, for profit organisations but the largest providers are public providers (usually called TAFEs) owned and operated by state governments. Many government and independent schools are also RTOs.
16Background to the Australian VET sector – training packages Training Packages are a key feature of Australia's national vocational education and training (VET) system.A training package is a set of nationally endorsed standards and qualifications for recognising and assessing people's skills in a specific industry, industry sector or enterprise. They are developed by national Industry Skills Councils (ISCs).Training Packages do not describe how people should be trained. Rather, they provide the nationally endorsed industry standards against which training can be developed and flexibly delivered to meet particular local, individual, industry and enterprise requirements.Training Packages are developed with industry and are not owned by an individual training provider. ISCs consult widely with the industry across Australia to define exactly what skills industry will need, now and in the future. This consultation ensures that Training Packages reflect the skills that employers need, and ensures that the qualifications are valued by industry.All Training Packages contain three major components:QualificationsUnits of competencyAssessment guidelines
17Part 1:Using Data to Enhance Skills for Learning, Living and Working in the 21st Century
18From Inputs to Outcomes How can notions of system quality in VET be refocused to drive outcomes crucial to addressing the needs of individuals, employers and society in the 21st Century?Funding levelsStaffingEnrolmentsInputsCertificates/qualificationsModule completion ratesOutputsBroader student learningOutcomes
19Skills for Learning, Living and Working in the 21st Century What are the skills that have been identified as key to success in the 21st century workplace and society?Adult Language, Literacy and Numeracy (LLN) skills are now recognised as fundamental to improved workforce participation, productivity and social inclusion… International research shows that a one per cent increase in a country’s literacy score leads to a 2.5 per cent increase in labour productivity. Skills Australia, 2010 The importance of strong foundation skills in a modern, knowledge-based society is well established. These skills underpin workforce participation, productivity and social inclusion. People with higher LLN skills are more likely to be employed, participate in their community, experience better health and engage in further training… [F]oundation skills are increasingly important for effective participation in modern workplaces and contemporary life. Standing Council on Tertiary Education, Skills and Employment, 2012
20Skills for Learning, Living and Working in the 21st Century What are the skills that have been identified as key to success in the 21st century workplace and society?Australian Core Skills FrameworkLearningReadingWritingOral CommunicationNumeracyCore Skills for Work FrameworkCluster 1 - Navigate the world of workManage career and work lifeWork with roles, rights and protocolsCluster 2 - Interact with othersCommunicate for workConnect and work with othersRecognise and utilise diverse perspectivesCluster 3 - Get the work donePlan and organiseMake decisionsIdentify and solve problemsCreate and innovateWork in a digital world
21Skills for Learning, Living and Working in the 21st Century What are the skills that have been identified as key to success in the 21st century workplace and society?
22Australia’s Core Skills Gap What do we know about current levels of core skills in the Australian workforce and general population? How does this compare with other countries?ALL Scale (2006)Number of adults with skill levels 1 and 2Percentage of adults with skill levels 1 and 2Prose literacy7.0 million46%Document literacy7.1 million47%Numeracy7.9 million53%PIAAC Scale ( )*# adults with skill levels 1 and 2% adult population with skill levels 1 and 2Literacy7.3 million44%8.9 million55%Employed with skill levels 1 and 2Unemployed, with skill levels 1 and 238%48%57%* Preliminary results
23Australia’s Core Skills Gap What do we know about current levels of core skills in the Australian workforce and general population? How does this compare with other countries?LiteracySatherley, P. et al (2008) The Adult Literacy and Life Skills (ALL) Survey: Overview and International Comparisons, NZMoE
24Australia’s Core Skills Gap What do we know about current levels of core skills in the Australian workforce and general population? How does this compare with other countries?NumeracySatherley, P. et al (2008) The Adult Literacy and Life Skills (ALL) Survey: Overview and International Comparisons, NZMoE
25Implications and Impacts What do we know about current levels of core skills in the Australian workforce and general population? How does this compare with other countries? What is the impact?In Australia, those with a skill level of 1 had a median income of $205 less per week than those with a skill level of 2. This gap in income potential remained fairly steady as people moved up the skill levels. (ABS, 2007)In the UK, individuals who increase their literacy and numeracy levels:improve their chances in the labour market (better jobs, better security)suffer less from poor physical and mental healthmore active citizensmore liberal and less discriminatory. (Bynner, et al, 2001)If the UK met its literacy and numeracy targets it would generate nearly £3 billion per annum (in 2001 prices) to the taxpayer (Bynner, et al, 2001)
26Using data to improve learning outcomes How can data be used to enhance 21st century skill development in VET?How can evidence of broader student learning outcomes be collected?How can evidence of broader learning outcomes be used to improve teaching and learning outcomes for individual students?How can evidence of broader learning outcomes be used to monitor progress and evaluate program effectiveness at an instruction and system level?
27Using data to improve learning outcomes How can evidence of broader student learning outcomes be collected?
28Using data to improve learning outcomes How can evidence of broader learning outcomes be used to improve teaching and learning individual students?* Preliminary results
29Using data to improve learning outcomes How can evidence of broader learning outcomes be used to monitor progress and evaluate program effectiveness at an instruction and system level?Provider level:Planning, resourcing and deliveryMonitoring outcomes of learning programsMonitoring the impact of specific strategiesSystem level:Assessing the success of policies and initiativesMonitoring goals
30Questions? Comments?What would a VET system look like that addressed broader learning and social outcomes at the centre of its policy and practice?