Australian Vocational Education and Training International Engagement Mark Fitt Australian Education International (AEI) VET Sector Executive Officer

VET International Marketing Brief – Breakfast Consultation 9 April 2008

Project Overview To develop a package of materials that outlines Australian VET sectors strengths to a range of international audiences Material must support full range of markets and activities/ product areas Materials should support the Study in Australia brand Take stock of existing materials and best practice, investigate global competitors

Outputs and audience Project OutputsTarget Audience Capability StatementCorporate Webpage contentStudent, corporate Power point presentationCorporate Brochure/fact sheetsStudent, corporate Script for DVDStudent/corporate Distribution folderAll Media Messages/KitStudent/corporate

Project Status to date Formation of National Reference Group Audit of current materials messages and marketing tools National Consultations Jan- March 2008 Online forum Country benchmarking Survey (216 participants)

Stakeholders have some clear views on communicating VET Stakeholders perceive: ‘Job readiness’ and ‘a recognised pathway to Higher Education in Australia’ are core benefits of a VET qualification ‘Australian government accreditation’ in the form of formalised quality control processes delivers credibility. “Not just a local qualification, but nationally recognised and government backed.” The term ‘Vocational Education and Training’ to be poorly understood by international clients. -54% of stakeholders rated their clients understanding as “no understanding” or “poor understanding”. the opportunity to gain permanent residency in Australia is a major factor for international students -58% of stakeholders claimed it was ‘quite important’ or ‘very important’ to their clients

Industry relevance and mention of the AQF and AQTF are required to describe the VET system Q: The following topics are commonly used when describing Australia’s VET system. Please rank the below topics in order of importance. n= 215 Training packages, a nationalised governance system and diversity of training providers were considered least important in describing Australia’s VET system. Diversity of training providers National training systems Training packages National systems of governance (national quality council) Australian quality training framework Australian qualifications framework Role of industry in course design % of Respondents

Q: Please describe they key messages that you currently use to promote your institution and your VET products and services. n= 215 Key messages currently used by respondents to promote VET Preparation for the future “Good for future career and pathway to higher education.” “Our qualifications are a pathway to acquiring further educational and employment opportunities.” “Your future start here!” “Optimal investment in the future.” High Quality “High Quality of Training.” “VET guarantees a high quality education and provides you with a ‘unique selling point’ in your CV.” “Excellent quality of the programs offered.” “Live Learn and Experience 20 years of Quality Education.” Government endorsed “Australian government accreditation.” “ The course is government accredited and recognised. ” “Government Accredited courses.” “Government endorsed and industry relevant.” Hands on training “Pathways to higher education, graduates are job-ready.” “Practical training that provides you the skills to find work in your chosen industry.” “About the real world of work, hands on, skills based.” Worldwide opportunities “Global opportunity with Australian qualification.” “Study in Australia – work at any place in the world.” “Creating a World of Opportunities.” Global Opportunity, Pathways to Work and Study, and Government Endorsement are key provider messages Affordable education “Value for money.” “Affordability.” “Cheaper than the degree.” “The cheap and best way to obtain Universities Degrees.”

International and domestic agents are an essential communication channel Q: Looking at the following list, please select your primary promotional tool. n= 212 Nearly one-third of respondents rely on agents as a means of promoting offshore. Self-produced material (hard copy material and own organisational websites) are also critical. Others Included (n=23) Word- of-mouth 11 people Don’t know/ don’t use any 1 person Others 11 people % of Respondents

International Competitor Analysis New Zealand, Singapore, UK, Canada and Germany Global demand for VET is increasing … and so is supply Significant changes to student destinations and mobility patterns Competitors becoming increasingly savvy in promotion of national education systems - many now with VET specific strategies -Increased national strategies / policies across many countries to target the international student market -Increased budget and spending on marketing and promotions -Diverse and targeted marketing and promotion strategies adopted -Coordinated industry/government responses to capture the opportunities -Increased ‘in-market’ activities via on the ground staff -Increased use the web - targeted local web site developed Full ‘internationalisation’ strategies being adopted (not just sales strategies

Continuum of Marketing Approach Adopted Ad hoc Strategic / Highly organised VET sector promotion (students and corporate ) Promotion and marketing is just one consideration- other key success factor in international markets is coordination and ability/mechanisms to respond

Competitor Positioning and Unique Selling Proposition AustraliaGermanyUKSingaporeCanadaNew Zealand  Industry led  Quality assured  Nationally consistent  Leads to employment  Portable and flexible (pathways)  Industry led  Quality training  Employment outcomes  Lifestyle  Portable and flexible  Diverse choice  Easy access to programs and providers  Career based  All round diversity  Small classes  Industry ready graduates  Courses designed around students  International recognition  Lifestyle options  Provides pathways to further education  Develops technical skills  Flexible programs  Practice oriented  Well accepted by employers  Practical skills are provided  Courses meet the training needs of industry  Courses are dynamic and consistently changing to meet needs  Employer-centred curriculum  Comprehensive learning institutions  Industry and employer recognised  Federally regulated  International focus  Employment highly assured following graduation  High education standards  Diverse courses  Great lifestyle Lifestyle Quality UK Australia NZ Canada Germany Singapore The perceptual map shows how Australia is perceived compared to competitors on quality and lifestyle factors Competitors Key Messages High Low

Proposed Positioning Statements Students Australian Vocational Education and Training – Your pathway to a global career Corporate Australian Vocational Education and Training – Your partner in global skilling (solutions)

Where to from here DateActivity April 2008Industry feedback and comments on research findings and key positioning statements April-May 2008“Road testing” of materials on upcoming missions and programs Mid May 2008Final project report to AEI/DEEWR mid May 2008 June 2008Sector access to materials for use in international promotion and awareness raising

Facilitated Discussion