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A Model for Engaging and Evaluating Innovative Cross-Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, 18 2009.

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Presentation on theme: "A Model for Engaging and Evaluating Innovative Cross-Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, 18 2009."— Presentation transcript:

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 G:6131_ADG TAFE\GP-OADG-IVP-BNE\1.TAFE Futures\Program Planning\Training Environment Context

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 G:6131_ADG TAFE\GP-OADG-IVP-BNE\1.TAFE Futures\Program Planning\Training Environment Context

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 G:\6132_DDG\GP-PPPU-BNE\4 TAFE Futures Admin/Projects/ Higher Education/Position Paper/AQFC V1.0 (3)

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

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