The VET sector . . . In times of change……. And a response….. Denise Stevens CEO dstevens@tafecentre.vic.edu.au 1

Overview Key drivers of change in Victoria Key issues for the VET system Implications for providers and VET Practitioners The TDC VET Practitioner Strategy CPD for 2011 This is a Victorian response Overview of TDC approach and information from the past 8 years 2

Victorian Government policy Securing Jobs for the Future Growing participation and attainment Increasing the number of people undertaking training in areas where skills are needed Driving contestability and competition Action Plan for Green Jobs Victorian Training Guarantee Victorian Tertiary Education Plan New Student Management System Review of the quality of VET teaching (2010) - Australian College of Educators, Professor Leesa Wheelahan, LH Martin Institute Discussion of the issues with the Certificate IV TAA (2009) – Berwyn Clayton The JMA Analytics Model of VET Capability Development (2009) - Dr John Mitchell & John Ward Building capability in VET providers: The TAFE cut (2010)- Hugh Guthrie and Berwyn Clayton Higher education in TAFE (2009) - NCVER 3

Key issues for VET 4 Changing industry contexts & practices Government policy reforms Sustainability and the Environment A flexible and responsive VET system Demand driven funding models Changing Training Packages and AQTF Teaching across education boundaries VET Practitioner Greater diversity in the client group Language, Literacy & Numeracy skills Merging of the educational sectors Rapidly changing technologies Globalisation and competition in the marketplace Aging VET workforce Increasing reliance on Industry partnerships 4

What does it mean for providers? Greater competition in a contestable marketplace Pressure to obtain and retain students Greater diversity in the student population Increasing pressure for high quality, flexible and responsive training services Strong relationships and partnerships with industry Provision of pathways between VETiS, VET and HE A culture of pedagogy and scholarship Meeting regulatory requirements Ensuring quality of teaching . . . 5

6 Teacher quality is a critical factor in determining student learning (OECD, 2002)

The (new) VET Practitioner . . . is in tune with the needs of industry and the community, and seeks to customise programs to suit both enterprises and individuals . . . is demand driven . . . has a hybrid mix of strong educational and business thinking. (Mitchell, 2008). 7

The (new?) VET Practitioner Has the ability to be innovative, adaptive, client-focused and collaborative, to be both an industry specialist and a highly skilled educator and has the capability to practice across the merging tertiary sector. (TDC, 2010) 8

Skills and knowledge requirements Working across VET boundaries High level teaching, learning and assessment skills Keeping current with industry trends and skills Engaging a wide range of learners - facilitating their learning Focusing on learners and supporting career pathways Building strong relationships/networks with industry and providers Developing commercial acumen and skills Innovation, technological and research Quality and continuous improvement Managing ongoing learning and development Engaging in reflective and scholarly practice Australian VET Practitioners feel their skills meet only 80% work requirements (Mitchell & Ward, 2009) By 2014 this will decrease to 62% (ibid). 9

The TDC Strategy and framework 10 The TDC Strategy and framework 3 core goals: Attainment, Articulation Architecture 6 strategies: Pedagogy and Professionalism Pathways and Partnerships Process and Products

11 Maintains professional knowledge and currency Uses pedagogical practices to facilitate learning Maintains professional integrity Provides educational Leadership Attainment Uses business acumen Engages learners Values professional learning Pursues educational innovation Pursues scholarship Provides learner support and pathways Develops quality resources Manages career aspirations Architecture Articulation Engages with industry Plans and evaluates work activities Utilises technology Manages professional relationships Promotes quality and improvement Traverses education boundaries 11

VET Practitioner Strategy Highly skilled and qualified Entry level 12

CPD Themes for 2011 Program developed to meet the needs of practitioners at the different levels: Pedagogy Engaging learners Teaching and learning practice for VET and HE Assessment Program design and AQTF Developing a scholarly culture Market Engagement 13

14 CPD Themes for 2011 A range of programs suitable for leaders, specialist staff as well as practitioners: Green Skills Leadership and change LEAN Benchmarking across the tertiary sector Thought Leader series Critical Conversations Increased mix of fee for service and subsidised programs Program for semester 1, 2011 will be available in November

15 Thank you 15