Pathways and partnerships to support disadvantaged learners in Australian VET Justin Brown VISTA 2011 Annual Conference 23 May 2011

Background The Project Commissioned by National VET Equity Advisory Council (NVEAC) in May 2010 ACER and CEET (Monash University) Investigate support models for supporting disadvantaged learners and job seekers in the education, training and employment sectors Contribute to the development of a preferred model of support for the VET sector

Background AQTF Standards AQTF 2010 Essential Standards for Continuing Registration require that RTOs adhere to principles of access and equity and maximise outcomes for their clients whereby: –2.1 The RTO establishes the needs of clients, and delivers services to meet these needs. –2.4 Employers and other parties who contribute to each learner’s training and assessment are engaged in the development, delivery and monitoring of training and assessment. –2.5 Learners receive training, assessment and support services that meet their individual needs. Source: NQC AQTF 2010 Standard 2

Background NVEAC Blueprint Six areas of reform: 1.Adopting a sustainable investment approach to funding VET 2.Measuring and reporting performance in terms of how the system deals with those who experience disadvantage 3.Building the capability of the VET workforce 4.Embedding support for foundation skills development 5.Embedding pathway planning and partnerships as part of the VET system 6.Listening to the voice of the learner when designing the VET system and continuously improving its services. Source: NVEAC Equity Blueprint, p.6

Background NVEAC Blueprint “Strengthen partnerships and pathways support in the delivery of all training to those who experience disadvantage by enhancing the AQTF requirement for providers to engage with employers and other parties.” Source: NVEAC Equity Blueprint, p.48

Project aims Analyse public and privately funded programs that provide learning support as well as transitions/pathway support to disadvantaged clients Identify the fundamental elements that characterise successful programs Identify programs or elements of programs that are achieving good outcomes for equity groups

Methodology Literature review –Synthesis of Australian and international research –ACER Cunningham Library –VET, HE, schools, employment and community sectors Review of current practice –Governments and non-government programs –Websites and program materials –Informal structured interviews with program managers

Research Framework Typology of programs and policies mapped against a framework MCEETYA Career and Transition Services Framework Shift emphasis towards VET and employment sectors

Evaluative Criteria Evaluative evidence, or program-level information, to suggest good outcomes for participants Design, development, delivery and evaluation draws on research and evidence Provision on a sufficient scale for evaluation and capacity to scale-up Lessons applicable to the vocational education and training sector

Principles Individual Support Approaches Individual Planning Follow-up Support Career Education, Information and Counselling Brokering Placement or Referral: Further education and training Brokering Placement or Referral: Employment Monitoring and Tracking E.g. case management, mentoring, and one-on- one support E.g. learning plans, study plans, exit plans, transition plans and portfolios E.g. additional support post- placement either at a place of employment or education and training provider E.g. provision of advice relating to job searching, applying for jobs, resume editing, interview preparation, career planning E.g. liaison with education and training providers, apprenticeship centres, universities, ACE providers to connect program participant with an education and training pathway E.g. liaison with employment brokers, employers and job networks to connect program participant with employment pathway E.g. capture, analysis and reporting of program and system level data on effectiveness of the program. Student centred Community engagement Flexible delivery Quality provision

Learner VET professional networks Research networks Service provider networks Employers Funding sponsors Program managers and officers Wider community 1.Selection and assessment 2.Ongoing support 3.Teachers and trainer interaction and intervention 1.Closing the loop 2.Evidence-base 3.Case studies 4.Multiple perspectives 5.Annual reporting 1.Individual approach 2.Brokering / placement and referral 3.Ensure smooth transitions between providers 1.Engagement with provider 2.Engagement with learner 3.Post-placement support 4.Awareness 5.Education 6.Responsibilities 1.Embed in investment models 2.Reward positive outcomes 3.Incentivise innovative approaches 4.Measure value-add and true-cost of delivery 1.Leadership 2.Culture of review and evaluation 3.Advocate good practice 1.Engagement 2.Awareness 3.Education

Thank You Report available on NVEAC website – Contact details Justin Brown Senior Research Fellow Australian Council for Educational Research (ACER) 19 Prospect Hill Road, Camberwell VIC 3124 t: f: e: w: