Dr Veronica Volkoff - VISTA Conference Lorne May An ACE response! Providing opportunities, building pathways and creating outcomes for communities Veronica Volkoff Centre for Post-compulsory Education and Lifelong Learning, University of Melbourne 19 May 2008

Dr Veronica Volkoff - VISTA Conference Lorne May This presentation will explore:  Who learns in ACE?  What role does ACE play in the delivery of VET in Victoria?  What is it about ACE as a provider that attracts learners and what are their experiences of learning in ACE?  What learning outcomes do ACE services bring to individuals, the workforce and the community?  Why is ACE important in addressing Victorian skills gap issues?

Dr Veronica Volkoff - VISTA Conference Lorne May This presentation will draw on research projects:  Setting the Scene: investigating learning outcomes with a view to the future - to inform ACFE Board priority setting, completed  ACE Longitudinal Study – for ACFE Board – a three-year ( ) study of ACE learners measuring ACE impact, effectiveness and community reach.  Two sub-projects of A well skilled future: Tailoring VET to the emerging training market - for NCVER – that mapped VET participation across Australia and examined the impact of TAFE inclusiveness strategies. Publications (1 & 2) are available at: Publications (3) at:

Dr Veronica Volkoff - VISTA Conference Lorne May ACE Longitudinal Study Timeline ACFE Board commissions study 1 st survey of students in ACE providers - classroom based with 3047 respondents Provider & region reports Stage 1 Report 2 nd survey of students - by telephone with 846 respondents Stage 2 Report Stage 3 Report 3 rd survey of students - by telephone with 646 respondents

Dr Veronica Volkoff - VISTA Conference Lorne May Who learns in ACE?

Dr Veronica Volkoff - VISTA Conference Lorne May TAFE ACE OTHER Provider Type NSW 10% ACE QLD 0.1% ACE SA 11% ACE VIC 17% ACE VET Provision (as proportion of course enrolments in each state) by Provider Type Source: NCVER (AVETMISS 2004)

Dr Veronica Volkoff - VISTA Conference Lorne May VET Students by Provider Type, 2005, Victoria Source: NCVER Students & Courses 2004 Total number of students: 483,959 ~ 84,600 students

Dr Veronica Volkoff - VISTA Conference Lorne May Who studies in ACE and TAFE? Participation rates in TAFE and ACE, by age groups and gender, 2005 Source population data: ABS, 2005

Dr Veronica Volkoff - VISTA Conference Lorne May ACE is a localised sector Data source: OTTE 2005, Setting the Scene study

Dr Veronica Volkoff - VISTA Conference Lorne May ACE is a localised sector Data source: OTTE 2005, Setting the Scene study

Dr Veronica Volkoff - VISTA Conference Lorne May Location of education and training providers in Victoria Source: DET 2006

Dr Veronica Volkoff - VISTA Conference Lorne May Victorian VET student characteristics, 2005 Student characteristics ACE (not CAE or AMES) % TAFE % Private providers % State (VIC) average % Indigenous With a disability LBOTE Unemployed Not in the labour force Highest schooling Year 9 or below Without Year Non-metropolitan region of residence Lowest quintile (20%) SES Data source: OTTE 2005, ABS 2006, 2003, Setting the Scene study

Dr Veronica Volkoff - VISTA Conference Lorne May Some conclusions …  ACE in Victoria is an accessible sector effectively engaging: –older workers –unemployed people –people not in the labour force –people with a disability –people with incomplete schooling –people resident in small rural communities –Indigenous people Data source: OTTE 2005, Setting the Scene study

Dr Veronica Volkoff - VISTA Conference Lorne May What role does ACE play in the delivery of VET in Victoria?

Dr Veronica Volkoff - VISTA Conference Lorne May VET course enrolments by provider type, 2005 Data source: OTTE 2005 Setting the Scene study Total number of course enrolments: 624,104

Dr Veronica Volkoff - VISTA Conference Lorne May Qualification levels of study - VET students 2005 Source: OTTE % award

Dr Veronica Volkoff - VISTA Conference Lorne May Award study across ACE regions Source: OTTE 2005

Dr Veronica Volkoff - VISTA Conference Lorne May Some conclusions …  ACE in Victoria is an accessible sector effectively engaging older workers, unemployed people, people not in the labour force, people with a disability, people with incomplete schooling, people resident in small rural communities and Indigenous people  ACE provides 20% of VET enrolments in Victoria with 42% of ACE students in award level study Data source: OTTE 2005, Setting the Scene study

Dr Veronica Volkoff - VISTA Conference Lorne May What is it about ACE as a provider that attracts learners and what are their experiences of learning in ACE?

Dr Veronica Volkoff - VISTA Conference Lorne May ACE provision:  has a distinct style using : –effective adult learning pedagogies including learner centredness, flexibility in delivery modes and pace and level of learning –welcoming, non-institutional environments –wide ranging support in-house or brokered through community agencies for non-educational issues of learners  uses an integrated approach to curriculum and pathways development: –non-accredited and accredited programs from Certificate I to Diploma level –pathways to further study including articulation to higher education –CGEA courses developed in Victoria that provide a platform for further award level study in ACE, TAFE and higher education nationally.

Dr Veronica Volkoff - VISTA Conference Lorne May  easy to find out what ACE courses are available 86  ACE courses are very affordable 87  ACE has a good range of courses 89  able to learn at own level 90  able to learn at own pace 95  individual help was available 96  supportive learning environment 98  learning is enjoyable 96  the teaching is good 98  it is easy to get along with the teachers non-metro % metro * % Comments from ACE Longitudinal Study, 2006 Experience of learning in ACE [1] * % agreeing

Dr Veronica Volkoff - VISTA Conference Lorne May BUT ACE learners also reported that: metro * % non-metro %  the course was too short for the content that had to be covered 4235  the course was harder than they expected 2924  there were not enough options in ACE for their interests 2431  there were too many people in the class 1310  child care was available for people who needed it 4819 Experience of learning in ACE [2] * % agreeing Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May Some conclusions …  ACE in Victoria is an accessible sector effectively engaging older workers, unemployed people, people not in the labour force, people with a disability, people with incomplete schooling, people resident in small rural communities and Indigenous people  ACE provides 20% of VET enrolments in Victoria with 42% of ACE students in award level study  Learners are positive about their experiences of learning in ACE but some challenges for ACE provision have been identified Data source: OTTE 2005, Setting the Scene study

Dr Veronica Volkoff - VISTA Conference Lorne May What learning outcomes do ACE services bring to individuals, the workforce and the community?

Dr Veronica Volkoff - VISTA Conference Lorne May Outcomes from learning in ACE ACE Longitudinal Study respondents said that their study in ACE and subsequent study had helped them to: better understand how Australians live and what they think involve themselves in leisure activities better manage their life learn and study better work better with others develop good job skills get along better with people and make friends communicate better with people feel more confident % of respondents Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May Impact of study for work by 2005 labour force status – from ACE Longitudinal study Help you in performing tasks you have to do at work Teach you skills to help you get a better job Help you get a job (or apprenticeship or traineeship) Help you to set up or run a business % Employed Unemployed Not in the labour force Work and ACE Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May Change in labour force status Working full-timeWorking part-timeUnemployedNot in the labour force Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May Growth in volunteer work % Employed full-timeEmployed part-timeUnemployedNot in the labour force Proportions calculated separately for each cohort Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May Improvement of literacy & numeracy skills (% agreeing) LBOTE males unemployed 49 not in the labour force all respondents % Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May A platform for further study  ACE study retention and completion rates were high  Over 50 per cent of the cohort continued to study in the two years following their original ACE course  Strong links were made between new courses and previous ACE study: –providing encouragement –laying a foundation and –facilitating entry  ACE provided a pathway to study in other sectors and at higher AQF levels Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May Pathways to higher AQF level study Subject only Certificate I Certificate II Certificate III 2004 ACE study level Levels of 2005 new study in all providers Subject only Cert I or below Cert II or below Cert III or belowCert IV or above Cert III or above Cert II or above Cert I or above % Subject only Certificate I Certificate II Certificate III 2004 ACE study level Levels of 2005 new study in all providers Subject only Cert I or below Cert II or below Cert III or belowCert IV or above Cert III or above Cert II or above Cert I or above ACE study level Levels of 2005 new study in all providers 57 43Subject only Cert I or above Certificate ICert I or below Cert II or above Certificate II Cert II or belowCert III or above 47 53Certificate III Cert III or belowCert IV or above % Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May Motivations for 2004 ACE study by 2006 study sector gain particular skills or knowledge to explore a new interest or activity improve my personal health/wellbeing/confidence to meet new people and share a learning activity to go on to further study improve my job skills a qualification to improve my job prospects prepare myself for further study gain a qualification % ACENON-ACE Motivations and pathways differ non-ACE pathways played a stronger role for non- metropolitan learners than for metropolitan learners

Dr Veronica Volkoff - VISTA Conference Lorne May Linkages with the workplace ACE courses should focus more on skills for job seeking (% agreeing) Source: ACE Longitudinal study (2006) Non-metro residents 50 All respondents Men Lowest SES quartile LBOTE people Unemployed people %

Dr Veronica Volkoff - VISTA Conference Lorne May It is difficult to find out if the course you want to do is offered in ACE (% agreeing) Informing study pathways  21 per cent of all respondents said that information about the kinds of study that followed on from their course was not available Non-metro residents All respondents Men Lowest SES quartile Unemployed people LBOTE people % Source: ACE Longitudinal study (2006)

Dr Veronica Volkoff - VISTA Conference Lorne May Some conclusions …  ACE in Victoria is an accessible sector effectively engaging older workers, unemployed people, people not in the labour force, people with a disability, people with incomplete schooling, people resident in small rural communities and Indigenous people  ACE provides 20% of VET enrolments in Victoria with 42% of ACE students in award level study  Learners are positive about their experiences of learning in ACE but some challenges for ACE provision have been identified  ACE study –builds employment related skills, supports job acquisition and promotes volunteering in the community –improves literacy and numeracy skills and provides a platform for further study at higher AQF levels –builds self esteem, confidence, communication, social and life skills –strengthens understanding of Australian culture and values

Dr Veronica Volkoff - VISTA Conference Lorne May Challenges for ACE We have also identified challenges for ACE in  building improved pathways to further study  providing greater access to accredited learning  expanding employment advocacy and career advice and guidance role  responding to and shaping the proposed national ACE capability framework  monitoring participation and outcomes of priority groups

Dr Veronica Volkoff - VISTA Conference Lorne May So … why is ACE important in addressing Victorian skills gap issues?

Dr Veronica Volkoff - VISTA Conference Lorne May Australian population that has attained at least upper secondary education for age group (2004) Source: OECD (2006), Table A1.2a.

Dr Veronica Volkoff - VISTA Conference Lorne May Population that has attained at least upper secondary education (2004) for age groups 25-34, 35-44, and Source: OECD (2006), Table A1.2a

Dr Veronica Volkoff - VISTA Conference Lorne May Population that has attained at least upper secondary education (2004) by gender for age groups and Source: OECD (2006), Table A1.2b & A1.2c.

Dr Veronica Volkoff - VISTA Conference Lorne May Labour force participation by year olds  Among Victorians aged labour force participation has grown substantially between 1996 and 2006: –for men from 61.5% in 1996 to 69.9% in 2006 –for women from 29.6% in 1996 to 45.8% in Source: ABS (2008)

Dr Veronica Volkoff - VISTA Conference Lorne May Unemployment rates for Victorians aged by educational attainment With post- school qualifications Without post- school qualifications Source: ABS 2006

Dr Veronica Volkoff - VISTA Conference Lorne May Unemployment rates for Victorians aged by educational attainment With post- school qualifications Without post- school qualifications Without Year 12 With Year 12 Source: ABS 2006

Dr Veronica Volkoff - VISTA Conference Lorne May Every third adult in Victoria has not completed Year 12 or its equivalent = more than 1 million Victorians

Dr Veronica Volkoff - VISTA Conference Lorne May A sector of strategic importance  The ACE sector is of strategic importance to Victoria because it has the demonstrated capacity to: –offer valuable second chance opportunities for engagement in education and training, particularly for the most disadvantaged groups –reach the groups of people targeted in the COAG agenda –provide skills, qualifications and strong employment outcomes for the workforce and –build self esteem, confidence and a platform for further and higher level study

Dr Veronica Volkoff - VISTA Conference Lorne May Research studies for ACFEB Accessing the full reports: Volkoff, V. & Walstab, A. (2007). Setting the Scene: investigating learning outcomes with a view to the future, Centre for Post-compulsory Education and Lifelong Learning, University of Melbourne, Melbourne: Adult Community and Further Education (ACFE) Board Victoria. Published online: Walstab, A., Volkoff, V., & Teese, R. (2006). ACE Longitudinal Study: ACE makes a difference: building pathways, providing opportunities and creating outcomes, Melbourne: Adult Community and Further Education (ACFE) Board Victoria. Published online: