1. A Model for Engaging and Evaluating Innovative Cross-Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, Turin, Italy
Managing the Transition from General Schooling to Vocational Careers
Wayne Delaforce & Judi Buckley

3. South East Queensland urban development footprint 1981 Approx 1
South East Queensland urban development footprint 1981 Approx 1.1Million

4. Second only to Phoenix Arizona in global percentage growth KPMG 2006
Urban footprint 2001
Approx. 2.3 Million
Second only to Phoenix Arizona in global percentage growth KPMG 2006

5. Reality or exaggeration?
2026 and beyond
3.4m, 3.6m, 3.83m
Approx 4 Million

6. Population growth in Queensland? We grow a new net Queenslander every
5 minutes 36 seconds
53 48

7. Population growth in Queensland? We grow a new net Queenslander every
5 minutes 36 seconds
53 48 am
Last Friday

8. Basil Bernstein’s idea of classification
Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London: Taylor and Francis

9. Boyer: applied institutions
Scholarship of
Research
Scholarship of
Teaching
“Overlapping [academic] neighbourhoods”
Scholarship of
Application
Scholarship of
Integration

11. cross-sectoral collaboration and engagement
Space of Engagement
Boundary Spanning
Society
System
Institutional
Individual
Evidentiary evaluation for decision making
Horizontal discourse
Shared Language
Trust
Communication distribution network
Regional Sector Vision
© Delaforce 2006

12. Program Theory and Logic Model
1999
2001
2002/3
2003
2003/7
QUT EQ
AISQ/CE
TAFE
DET Training
ACU
QUT EQ
AISQ/CE
TAFE
DET Training
QUT
QUT
QUT EQ
NCEP
Nolan Report EQ
NCEP
AISQ/CE
TAFE
TAFE
TAFE
Intervention
Outputs
Mechanisms
Variables
Moderators
Reflections
Reflections
Outcomes 2
Outcomes
Outcomes Summary
IMPACT

13. Analytics, Diagnostics, and Evidence-Based Education
Insight
Information Value
Optimization
Predictive Modeling
Forecasting
What will happen next?
What’s the best that can happen?
Reporting / OLAP
Data Management
How Much?
How Many?
What Happened?
Data Access 13 13

15. Training Policy Environmental Scan
Date:
Global Environment
Federal Agenda
QLD Government
DETA
Economy
Boom – skills shortage
Bust – retain skills
Demography
Population growth
Ageing
Embedded disadvantage
still unemployed
outside the labour market
Environment
Climate change
Technology
New expectations
World of Work
Rapidly changing roles
Age of information, knowledge, innovation
COAG
SPP
NP Fee Waiver Childcare Quals
NP PPP (job seekers, employed)
Market design
Qualification targets
Skilling Australia for The Future
Skills Australia
Industry Skills Councils
State Training Information Centres
Bradley Review
Two systems, one shared vision
AQFC
Improve articulation & connectivity between sectors
Positioning VET
Education Investment Fund (EIF)
Capital Fund for VET & community education
Trade Training Centres in Schools
Skills For Recovery
$950 Training & Learning Bonus
Cutler Review (innovation)
NQC
Review Training Packages
Q2 (Strong, Green, Smart, Healthy, Fair)
2020 Target: 75% of QLD’ers Cert III or above
Reducing State revenue
2009 Commitments
Employment
Create new jobs over next 3 yrs
$47m over 3 yrs for aid green work placements for up to QLD’ers
$10m over 3 yrs for subsidised Green Traineeships for up to 700 QLD’ers
Fund $57m Green Army
5 000 public sector apprenticeships & traineeships over next 4 yrs
Expanding 10% government training policy
Establish $500K Green Building Skills Fund (HIA)
Training
41000 training places for QLD workers, up skill, and job seekers over 4 yrs with new additional training places to support QLD workers and job seekers during global recession
Strategic Plan
Every child & young person will be well prepared for life success through learning and education
Qlders will be linked to opportunities that support economic prosperity and enhance life-ling learning
Qlders will benefit from a rich cultural life & thriving creative communities
Productive relationships will be fostered to maximise outcomes for Qlders
Our people’s talents & ideas will create a dynamic & innovative organisation
QSP 2006 – training system that
Works for Queensland
Works for industry and employers
Works for trades: extra trade training places available in each year by 2010
Works for individuals: extra Cert IV and above training places available in each year by 2010
QSP 2008
Developing skills of existing workers and apprentices
Engaging unemployed /under-employed people
Improving youth transitions to enhance education, training and employment outcomes
Building capacity of QLD VET sector
Building bridges to the professions
Statutory Institutes, SBS, SATS, Lead Institutes, Higher level quals, Master Tradepersons, Pre-trade training, Trade BIZ, VET Futures, Skillsets, LNQ/TOL
Flexibility of investment in training
Improved planning information / communication
Trade taskforce
Pre-voc
Institutional training
Restructure to manage potential changes
Prepare for competition
Good relationships with businesses / industry (can’t be done by ID / BDM)
Good relationships with clients
Childcare strategy
Strategic capital program
Higher level skills strategy
Competition strategy
Migration strategy
Professional development - governance, finance, marketing
VET in schools policy - cert III
Indigenous inclusion
Higher level quals strategy
Cert II Cert IV + above
Social networking for higher level quals
Youth career framework implementation
Manage challenge of individuals wanting skills sets + policy today for quals
Skills bank
Green skills products & marketing
Improving credit transfer
Flexible pedagogy for skills
Simulated
On-line
In workplace
Delivery models for young, old, techno savvy
Competition support strategies
Continue governance reform
Build real marketing skills
Green skills project
Flexibility of funding deployment
Responsiveness to competition
E Learning Models
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16. Systemic Tertiary Reform
Federal Reform Agenda
Date:
COAG
Systemic Tertiary Reform
Two Systems, one shared vision: A stronger and fairer Australia
Nat Agreement Skills & Workforce Development
NP Childcare
NP PPP (job seekers, employed)
more than 700,000 places 85,000 places for apprentices.
Market Design
Target
halve the proportion of adult Australians without Year 12 or an equivalent qualification by 2020
at least halve the gap in Year 12 attainment for Aboriginal and Torres Strait Islander people by 2020
halve the proportion of Australians aged without qualification at Certificate III and above between 2009 and 2020
double the number of higher qualification completions (diploma and advanced diploma) between 2009 and 2020
Focus on student demand
Dynamic pathways of opportunities for students & employers
Equity
National Regulatory & Quality Agency for HE
Streamline current regulatory arrangements to reduce duplication & provide national consistency
Establish objective & comparative benchmarks of quality & performance
VET
Gov’t to work with States and Territories to develop strong & cohesive arrangements (to progress alongside of HE Regulator)
Whole of sector focus on retention, selection and exit standards, graduate outcomes
Regulation
Funding Models
Australian Universities
Will be funded on basis of student demand from 2012 (i.e. will fund a C’wealth supported place for all domestic students accepted in an eligible, accredited HE course at a recognised public HE provider. (NOT a voucher)
Universities will not receive funding for places they do not deliver
Current cap on over-enrolment will be raised from 5 to 10 % from 2010 and then wholly removed in 2012
VET
Student entitlement model – under public debate & discussion
Income support for students
Bradley recommended changes being examined, response provided at time of Budget
Regional Australia
Cost of providing quality teaching & research will be examined and a new, more logical basis for funding introduced
Current Initiatives
POSITIONING VET
Education Investment Fund (EIF) - open up universities and VET
Capital Fund for VET and community education ($500M, launched Dec 2008) improve quality of teaching and learning
Trade Training Centres in Schools Program ($2.5 billion over 10 years) enable all secondary schools to access new trade facilities in traditional and emerging fields
SKILLS FOR RECOVERY
$950 Training & Bonus Learning – paid to students and people outside of workforce returning to study
Skills Australia
Ambit expanded to encompass full scope of Aust’s labour market needs to give advice to C’wealth about the effectiveness of university & VET systems in meeting the broad range of Australia’s skills needs.
Commissioned to improve the articulation and connectivity between the university and VET sectors to enable competency-based and merit based systems to become more student-focused
AQFC
AQFC
Strengthening AQF
Credit Transfer Terminology
Measuring effort / volume / complexity
Levels
EQF
Mobility
Facility Owners
States remain major funders & owners of facilities
40% of all year olds will have a qualification at bachelor level or above by 2025 (current 32%)
20% of HE enrolments at undergraduate level be of people from low SES backgrounds by 2020 (current 16%)
90% of young people achieving Year 12 or an equivalent qualification by 2020
NQC
Targets
Review Training Packages – broaden knowledge / skills
Definition of competence
Institution vs workplace delivery
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17. Educational Continuum DRAFT
Time
AHC
Equivalent
Comparative
Hr’s
COAG
Priorities
Compulsory
Non
ETRF
Industry
Requirements
Registration
Prerequisite
Professional
Development
RPL
LLL
Transition
Pathways
Credit
Transfer
Professional Doctorate
Course Work Masters Degree
Graduate Diploma
Graduate Certificate
PhD
Research Masters
Honours
Trade Masters
Vocational
Graduate Diploma
Graduate
Certificate
Trade Honours
Bachelor Degree
Bachelor Degree
Associate Degree
Advanced Diploma
Diploma
ISCED – 97
ISCO
Skills Levels
Advanced Diploma
Diploma
Cert IV
Cert III
Cert II
Cert I
Secondary
School
University Schools Programs
SAT and
VET IN Schools
Middle
School
Early
Childhood
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18. Approximately 90% of state schools and a significant percent of non- state schools are RTO’s.

19. The senior phase of learning
Career planning
VET Cert OP
Registration
Senior Statement
all learning achievements
CPCSE
(QCIA)
Learning account
QCE
pattern and standard
These are the different components that work together in the senior phase of learning.
In Year 10, a young person will develop a career plan (SET plan) to help them plan for possible careers and develop a program of study to provide the pathway to their future goals.
In the year prior to turning 16, that person will register with the Queensland Studies Authority and open a learning account.
Recordable amounts of learning, called learning achievements, can then be banked into the learning account.
There are a number of outcomes that could arise from this learning account:
a Senior Statement – the record of all learning achievements banked by someone completing Year 12
a Queensland Certificate of Education – attesting to a significant amount of learning at a set standard and meeting literacy and numeracy requirements
an OP – indicating a student’s rank order position based on overall achievement in Authority subjects and used to gain entry to universities
a VET Certificate – certifying competence in a course or qualification level
The Certificate of Post-Compulsory School Education, (proposed to be renamed as Queensland Certificate of Individual Achievement in 2008) . This certificate recognises schooling achievements by students with special needs on individual learning programs that cannot generally be recorded on the senior statement.
Now, let’s look at each of the components of career planning (SET planning), Registration and Learning accounts in a little more detail.
Legislation: Compulsory Participation Phase

20. Pathways, Partnerships
Clearly identified and seamless pathways from school to vocational and/or tertiary education
View education sector holistically
One school alone cannot be all things to all students

22. A partnership project between DETA, BNIT (Bracken Ridge) and QUT
Accounting Pathways Project incorporating FNS Certificate III Financial Services (Accounts Clerical)
Brisbane North and Brisbane Central & West Districts
Accounting Curric is mapped against CERT 111 fs and a credit transfer process has been developed for the overlap.
A partnership project between DETA, BNIT (Bracken Ridge) and QUT

23. Blended-delivery Model
Virtual / Online Delivery
Industry Engagement
Mentoring
Face-to-face Workshops
Vocational Outcomes
University Attendance
Yr 11 & 12
Accounting
Blended-delivery Model

24. QCE credit table Core credit Preparatory credit Enrichment credit
Advanced credit
Authority or Authority-registered subject* 4
(except Functional Maths/English)
Senior external examination 4
VET Certificate II 4
VET Certificate III – IV 8
school-based apprenticeship and traineeship 4
tailored training program 4
international learning program 4
VET certificate I (maximum of 2 can count) 2
an employment skills development program (only 1 can count) 2
a re-engagement program (only 1 can count) 2
a recognised certificate or award in areas such as music, dance, drama, sport and community development 1
a negotiated workplace, community or self-directed learning project 1
structured workplace or community learning 1
Authority extension subject 2
a one-semester university subject achieved while at school 2
a two-semester university subject achieved while at school 4
competencies in a diploma or advanced diploma over at least one semester (or its equivalent) 2
To be eligible for a QCE, a young person must complete 20 credits, achieve the required standard and meet literacy and numeracy requirements. This credit table details the types of learning that can contribute towards a QCE, their value and the standards required.
Notes:
Students must attain at least 12 credits from completed core courses of study
Students may also include up to 8 credits from a combination of core, preparatory, enrichment or advanced courses
Some VET certificates III and IV attract less than 8 credits (see slide 55 for details)
For a young person who has gained at least 12 credits from completed core courses but has not achieved 20 credits overall, up to two semesters of Authority and Authority-registered subjects at Limited Achievement can be conceded towards the award of a QCE, if needed, providing the student has exited the subject(s) after the first or second semester of the courses. Talk more about this later, in slide 39.
* It is important to note that Functional Mathematics and Functional English, while appropriate for some students, will not contribute credit towards the QCE.
Minimum of 12 credits
Maximum of 4 credits
Maximum of 8 credits

25. Future Pathways (Further study/ part time employment)
After Yr 12
Employment with Certificate III level qualification
QUT/ACU
(Further study/ part time employment)
BNIT
(Further study/ part time employment)

26. In summary…
Enables students to develop independent learning skills necessary for university and/or vocational success
Provides seamless pathways through to vocational and tertiary education
Assists students to make informed career decisions
Students exit school with a nationally recognised qualification – Certificate III Financial Services (Accounts Clerical) – 8 points towards QCE
Is a blended delivery model that engages students and meets their learning needs
Partners with industry Financial Sector professional bodies - CPA Australia, Institute of Chartered Accountants and leading Accounting firms

27. Healthy Futures (2005 pilot - state-wide)
To grow awareness and provide opportunities and pathways in the Health and Allied Health industries for young people in the Senior Phase of learning. Strong preparation phase
awareness raising/marketing to students
Students undertake mentored work experience placements
Students apply for advertised SAT positions identified by industry partners (eg Certificate III in Allied Health, Certificate III in Business Administration)
Pathways from qualification developed –articulation to further training/degree/employment
Achievement contributes to QCE
Curriculum option now available for schools – link to Science
The program arose from a scan of the local community where it was identified that the Health and Allied health industry was the second largest employer yet school-industry relationships were very limited if existent at all, entry into the industry was considered to be primarily through tertiary graduation, very few young people considered the industry as a career option, the industry was experiencing substantial current and future employee shortages and staff recruitment often involved an overseas component.
To address these concerns, the Healthy Futures program commenced in Our two key industry partners are Sandgate Masonic Care and Metropolitan North Health District.

28. Full-time employment Assistant Nurse
Pathways
Certificate III
Bachelor of Nursing
Allied Health
Aged Care
Health Care
Assistant
Diploma of Nursing
Diploma of Health Care
Assistant
Full-time employment Assistant Nurse

29. Outcomes (from 2006) 36 signed into ASBA 35 have graduated
All students remain in the industry either through employment (full/ part time), further study or a combination of both.
Strong collaborative and productive partnerships between industry partners, TAFE’s, Universities and schools.
Articulation arrangements in place with TAFE’s and Universities to ensure pathways beyond completion of ASBA.
Sense of community strengthened - industry partners realise potential and benefits of recruiting and supporting local youth.
Teachers have gained knowledge of the Health industry and this is being fed back into curriculum.

30. Partners North Brisbane Metropolitan Health District
Masonic Care Qld (Sandgate)
Sunshine Coast Institute of TAFE
Australian Catholic University
University of Queensland

31. Meaningful student support – key features
High quality learning opportunities
Range of Certificate III courses delivered flexibly to meet diverse student needs.
Committed partners
A shared vision and implementation across a range of health care organisations, universities, TAFE’s, community organisations, and schools.
Strong coordination
Liaison/facilitation with all partners to support student and successful outcomes
Curriculum development
Integration of aspects of the industry into appropriate subject areas to provide relevance and authentic learning experiences.
Articulation arrangements
Guaranteed entry to Training and Tertiary Institutions developed through partnership commitment and trust
In summary…

32. Possible Aged Care Pathways
Degree courses in Social Science eg Social Work
Degree Courses In Health eg Medicine or Allied Health
Degree Courses in Registered Nursing
Diploma in Community Welfare Work
Diploma in Community Services Management
Diploma in Enrolled Nursing
Certificate IV in Service Co-ordination or Certificate IV in Aged Care
Certificate IV in Community Work
Certificate III in Aged Care Work
Primary Pathway
Alternative Pathways

33. Possible Health Pathways
Degree Courses in Social Science eg. Social Work
Degree Courses In Health
Degree Courses in Registered Nursing
Diploma in Community Welfare Work
Diploma in Enrolled Nursing
Certificate III in Allied Health
Qualifications in Health Assistance or Health Technicians eg. Allied Health Assistant, Mortuary Service
Certificate IV in Community Work
Health Services eg. Food Services, Laundry Services, Administration, etc.
Primary Pathway
Alternative Pathways

34. Certificate II in Sustainable Energy (Career Start)
Des – why we went with electrotechnology
New training package opened Cert I and Cert II opportunities that linked really well with existing curriculum. STA were developing down to Cert III – if Cert II developed, science students have a vocational pathway and additional qualification.

35. Course Development Schools STA (BNIT) Griffith QSA Industry Science 21
Partnerships
Schools
STA (BNIT)
Griffith
QSA
Industry
Mapping
Science 21
Multi-strand
Physics
Chemistry
Diploma Renewable Energy
Holistic approach
Flexible delivery
Multiple pathways
Articulation arrangements
Teacher PD
Partnered with STA
Mapped vocational certificate courses against school science curriculum ie Science 21, Multi-strand, Physics, Chemistry
Identified overlap and omissions
Looked at what students doing in science – how does this connect to vocational education, further tertiary study and employment?
Holistic course development and delivery based on flexibility to meet individual learning needs and multiple pathway options.

36. Cert II in Sustainable Energy (Career Start)
Specifically designed for secondary school students.
Contribution to development of young people to become active and informed citizens in society.
Contributes to community capacity building and positive future action.
Pathways into emerging industries, electro-technology, environmental sciences and engineering.
Blended delivery model with real world applications.

37. Competencies overview in a schematic framework

38. Website Flowchart

39. The mobile workshops
A cubby house on wheels allows the workshop to come to the students and provides a safe environment for them to demonstrate and learn how to wire and install solar panels etc

40. Some activities/resources to be used with students.
Teachers participating in PD activities in preparation of course roll out next year.
Some activities/resources to be used with students.

41. Teacher PD needs TAA qualification Certificate II qualification
Demonstration of practical skills
Wiring diagrams and solar energy installations
Completing remainder of course online
My-Tafe induction
Changing role of classroom teacher

42. SAVE expansion 156 today – State-wide and National
Water Operations
CAD
GIS
Conservation and Land management
Clean production
Waste Management

43. cross-sectoral collaboration and engagement
Space of Engagement
Boundary Spanning
Society
System
Institutional
Individual
Evidentiary evaluation for decision making
Horizontal discourse
Shared Language
Trust
Communication distribution network
Regional Sector Vision
© Delaforce 2006

44. Thank You w.delaforce@qut.edu.au